Exploring how visual models can be used in teaching mathematics for growing a productive disposition in Grade 9 learners
- Shetunyenga, Fillipus Shetunyenga
- Authors: Shetunyenga, Fillipus Shetunyenga
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463625 , vital:76426
- Description: The Namibian Curriculum for Basic Education states clearly that Indigenous Knowledge (IK) should be integrated into science teaching. However, the irony is that it does not give clear pedagogical guidelines on how it should be integrated. The implication is that the curriculum assumes that all teachers are aware of how to integrate IK into their teaching. This assumption has therefore led to little or no integration of IK in many classrooms in Namibia, something which could be in part a contributing factor to poor learners’ academic performance in science subjects and Agricultural Science in particular. This tension in the curriculum plus the apparent gap in the literature regarding the integration of IK has triggered my interest to conduct this interventionist qualitative case study. Essentially, this study aimed to explore affordances and/or hindrances when using the indigenous technology of organic crop farming to mediate learning in Grade 12 Agricultural Science classes in peri-urban schools in the Oshana region in Namibia. The study was underpinned by the interpretivist and Ubuntu paradigms. Vygotsky’s (1978) socio-cultural theory and Shulman’s (1986) pedagogical content knowledge (PCK) framework were used as lenses to analyse my data. Within PCK, I also used Mavhunga and Rollnick’s (2013) Topic-Specific PCK as an analytical framework. The findings of the study revealed that the integration of Indigenous knowledge in Agricultural Science education has great potential in improving both the teaching and learnng of science. It also revealed that the Agricultural Science teachers were positive towards the integration of IK in their lessons. However, they conceded that they lacked pedagogical insights on how to integrate IK as they were never trained on how to integrate it. As a result, they found the presentations by the Indigenous Knowledge Custodians (IKCs) informative and shed light on how they could integrate IK during teaching and learning. That is, they became cultural knowledge brokers making science relevant and accessible to their learners. The study thus recommends that teacher training institutions should modify the curriculum to include a pedagogy course module on IK to equip students with the essential PCK on IK integration in science teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Shetunyenga, Fillipus Shetunyenga
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463625 , vital:76426
- Description: The Namibian Curriculum for Basic Education states clearly that Indigenous Knowledge (IK) should be integrated into science teaching. However, the irony is that it does not give clear pedagogical guidelines on how it should be integrated. The implication is that the curriculum assumes that all teachers are aware of how to integrate IK into their teaching. This assumption has therefore led to little or no integration of IK in many classrooms in Namibia, something which could be in part a contributing factor to poor learners’ academic performance in science subjects and Agricultural Science in particular. This tension in the curriculum plus the apparent gap in the literature regarding the integration of IK has triggered my interest to conduct this interventionist qualitative case study. Essentially, this study aimed to explore affordances and/or hindrances when using the indigenous technology of organic crop farming to mediate learning in Grade 12 Agricultural Science classes in peri-urban schools in the Oshana region in Namibia. The study was underpinned by the interpretivist and Ubuntu paradigms. Vygotsky’s (1978) socio-cultural theory and Shulman’s (1986) pedagogical content knowledge (PCK) framework were used as lenses to analyse my data. Within PCK, I also used Mavhunga and Rollnick’s (2013) Topic-Specific PCK as an analytical framework. The findings of the study revealed that the integration of Indigenous knowledge in Agricultural Science education has great potential in improving both the teaching and learnng of science. It also revealed that the Agricultural Science teachers were positive towards the integration of IK in their lessons. However, they conceded that they lacked pedagogical insights on how to integrate IK as they were never trained on how to integrate it. As a result, they found the presentations by the Indigenous Knowledge Custodians (IKCs) informative and shed light on how they could integrate IK during teaching and learning. That is, they became cultural knowledge brokers making science relevant and accessible to their learners. The study thus recommends that teacher training institutions should modify the curriculum to include a pedagogy course module on IK to equip students with the essential PCK on IK integration in science teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Exploring self-directed continuous professional development for English Language teachers in selected Namibian secondary schools
- Amakutuwa, Hilma Ndesheetelwa Mwalengwa
- Authors: Amakutuwa, Hilma Ndesheetelwa Mwalengwa
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463538 , vital:76418
- Description: Continuous professional development (CPD) for teachers, with all its diverse notions, has been noted and articulated in various policy documents in Namibia, and is understood as in-service training and professional development for teachers to improve learning outcomes. In Namibia, challenges have been experienced with the performance of learners in English as a Second Language (ESL) at the national level, and teacher professional development could be one way of changing the status quo. However, in answer to the call from the Namibian Ministry of Education Arts and Culture for a more idiosyncratic orientation, limited literature was found on how ESL teachers use self-directed learning (SDL) to shape their CPD activities. Thus, the purpose of this study was to address this gap by exploring the self-directed CPD needs of English Language teachers in selected Namibian secondary schools. The study was oriented to theoretical insights from SDL, reflective practice and social constructivism. Through the use of a qualitative approach, the study employed an exploratory case study research design. Semi-structured interviews and focus group discussions were used to generate data from eight selected Grade 8 to 12 ESL teachers in the Khomas region of Namibia. The data gathered were analysed using an inductive thematic framework. The findings of the study indicate that ESL teachers are faced with a myriad of challenges ranging from classroom experiences, the type of learners they work with and the support system available at school, regional and national level. The study found that due to changing education paradigms, ESL teachers need to broaden their knowledge base in specialised education and systematic professional interventions at school level. They indicated that this would help learners with challenges in reading, writing and comprehension to improve their skills in ESL classrooms. They further emphasised the necessity for mentors, education specialists, systematic schools and circuit based collaborative CPD, as well as more support from school heads and regional ESL senior education officers, which is an area that is inadequately managed. Finally, they pointed out that in order to make their ESL classes engaging and enjoyable, teachers needed to have a strong foundation in ICT education. This foundation can be leveraged to create resources that are now lacking. The findings have implications for ESL teachers, school administrators, education specialists and policymakers, as they provide insights and recommendations for enhancing ESL education practices. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Amakutuwa, Hilma Ndesheetelwa Mwalengwa
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463538 , vital:76418
- Description: Continuous professional development (CPD) for teachers, with all its diverse notions, has been noted and articulated in various policy documents in Namibia, and is understood as in-service training and professional development for teachers to improve learning outcomes. In Namibia, challenges have been experienced with the performance of learners in English as a Second Language (ESL) at the national level, and teacher professional development could be one way of changing the status quo. However, in answer to the call from the Namibian Ministry of Education Arts and Culture for a more idiosyncratic orientation, limited literature was found on how ESL teachers use self-directed learning (SDL) to shape their CPD activities. Thus, the purpose of this study was to address this gap by exploring the self-directed CPD needs of English Language teachers in selected Namibian secondary schools. The study was oriented to theoretical insights from SDL, reflective practice and social constructivism. Through the use of a qualitative approach, the study employed an exploratory case study research design. Semi-structured interviews and focus group discussions were used to generate data from eight selected Grade 8 to 12 ESL teachers in the Khomas region of Namibia. The data gathered were analysed using an inductive thematic framework. The findings of the study indicate that ESL teachers are faced with a myriad of challenges ranging from classroom experiences, the type of learners they work with and the support system available at school, regional and national level. The study found that due to changing education paradigms, ESL teachers need to broaden their knowledge base in specialised education and systematic professional interventions at school level. They indicated that this would help learners with challenges in reading, writing and comprehension to improve their skills in ESL classrooms. They further emphasised the necessity for mentors, education specialists, systematic schools and circuit based collaborative CPD, as well as more support from school heads and regional ESL senior education officers, which is an area that is inadequately managed. Finally, they pointed out that in order to make their ESL classes engaging and enjoyable, teachers needed to have a strong foundation in ICT education. This foundation can be leveraged to create resources that are now lacking. The findings have implications for ESL teachers, school administrators, education specialists and policymakers, as they provide insights and recommendations for enhancing ESL education practices. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Foundation phase teachers’ understanding and implementation of differentiated pedagogical practices in teaching reading
- Authors: Muroa, Johanna Makgati
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463713 , vital:76434
- Description: Pre-1994, teacher education in South Africa was separated into mainstream and special education classes. Special education classes accommodated learners who were not coping with grade-level work. In 2001, Education White Paper Six advocated for inclusive education. This policy promotes differentiated pedagogical practices to accommodate learners’ needs and minimize barriers to learning. However, research has shown that teachers do not have the required content and pedagogical knowledge to teach according to diverse learners’ needs. One of the reasons given is that the teacher education system does not prepare teachers adequately to teach in classrooms with diverse learners. This qualitative case study is underpinned by an interpretivist orientation as it seeks to ascertain how teachers understand and implement differentiated pedagogical tools in their practice. The research asks the question: How do Foundation Phase teachers understand and implement differentiated pedagogical tools? Seventy-six teachers enrolled for in-service Bachelor of Education (Foundation Phase) completed a questionnaire and three Foundation Phase teachers were observed and interviewed. Data gathered was analyzed using the Theory of Practice Architectures. The study found that the teachers recognized the importance of accommodating the different learners’ learning needs, however, they struggled to implement differentiated pedagogical practices in the classroom. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Muroa, Johanna Makgati
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463713 , vital:76434
- Description: Pre-1994, teacher education in South Africa was separated into mainstream and special education classes. Special education classes accommodated learners who were not coping with grade-level work. In 2001, Education White Paper Six advocated for inclusive education. This policy promotes differentiated pedagogical practices to accommodate learners’ needs and minimize barriers to learning. However, research has shown that teachers do not have the required content and pedagogical knowledge to teach according to diverse learners’ needs. One of the reasons given is that the teacher education system does not prepare teachers adequately to teach in classrooms with diverse learners. This qualitative case study is underpinned by an interpretivist orientation as it seeks to ascertain how teachers understand and implement differentiated pedagogical tools in their practice. The research asks the question: How do Foundation Phase teachers understand and implement differentiated pedagogical tools? Seventy-six teachers enrolled for in-service Bachelor of Education (Foundation Phase) completed a questionnaire and three Foundation Phase teachers were observed and interviewed. Data gathered was analyzed using the Theory of Practice Architectures. The study found that the teachers recognized the importance of accommodating the different learners’ learning needs, however, they struggled to implement differentiated pedagogical practices in the classroom. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Integrating sustainability into strategic decision making in the South African automotive sector
- Authors: Makaudi, Tuelo Ivan
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461874 , vital:76247
- Description: Sustainability has become a major topic for businesses, policy makers, government, and researchers. With the growing awareness of climate change, environmental and social problems, attention has turned to how businesses impact the environment, society, and economy. Sustainability, therefore, requires the integration of environmental and social issues into strategic decision making. Many organizations consider sustainability as an important issue for the business. However, some companies are struggling to combine business success and the success of other stakeholders, particularly those representing the interests of the environment and society. The purpose of this case study is to explore how sustainability is integrated into strategic decision making within some companies in the South African automotive industry. This study followed a qualitative approach, and semi-structured interviews were conducted with ten senior managers in the automotive sector in South Africa. The study used an inductive thematic analysis approach to analyse the data, and five main themes were generated: (1) Business profitability, (2) Organization culture, (3) Rationality, (4) Compliance, and (5) Corporate social responsibility (CSR). The findings of the study indicated that strategic decisions made considered business profitability first and foremost above environment and society. There is evidence that businesses engage in some sustainability activities, but this was related to the business objective to be profitable and to meet compliance requirements. The findings of the study also indicated that a rational decision-making approach was used predominantly, compared to intuitive and political approaches. This was due to the cautious approach of maintaining profit-making as a primary business objective. In terms of recommendations, this study recommends that automotive companies in South Africa integrate sustainability considerations into organizational/or business strategy to enable the industry to create shared value for the environment, society and economy. Integrating sustainability into business strategy will align business practices with sustainability goals and therefore allowing the automotive industry to have a positive impact in the society and environment which in turn will lead to improved financial performance. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Makaudi, Tuelo Ivan
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461874 , vital:76247
- Description: Sustainability has become a major topic for businesses, policy makers, government, and researchers. With the growing awareness of climate change, environmental and social problems, attention has turned to how businesses impact the environment, society, and economy. Sustainability, therefore, requires the integration of environmental and social issues into strategic decision making. Many organizations consider sustainability as an important issue for the business. However, some companies are struggling to combine business success and the success of other stakeholders, particularly those representing the interests of the environment and society. The purpose of this case study is to explore how sustainability is integrated into strategic decision making within some companies in the South African automotive industry. This study followed a qualitative approach, and semi-structured interviews were conducted with ten senior managers in the automotive sector in South Africa. The study used an inductive thematic analysis approach to analyse the data, and five main themes were generated: (1) Business profitability, (2) Organization culture, (3) Rationality, (4) Compliance, and (5) Corporate social responsibility (CSR). The findings of the study indicated that strategic decisions made considered business profitability first and foremost above environment and society. There is evidence that businesses engage in some sustainability activities, but this was related to the business objective to be profitable and to meet compliance requirements. The findings of the study also indicated that a rational decision-making approach was used predominantly, compared to intuitive and political approaches. This was due to the cautious approach of maintaining profit-making as a primary business objective. In terms of recommendations, this study recommends that automotive companies in South Africa integrate sustainability considerations into organizational/or business strategy to enable the industry to create shared value for the environment, society and economy. Integrating sustainability into business strategy will align business practices with sustainability goals and therefore allowing the automotive industry to have a positive impact in the society and environment which in turn will lead to improved financial performance. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Date Issued: 2024-10-11
Investigating teachers’ post-pandemic management of mathematics content coverage in Grade 3
- Authors: Damaske, Inge Gerda
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463691 , vital:76432
- Description: This study investigated how teachers managed and continue to manage mathematics content coverage in Grade 3 during the COVID-19 pandemic and now post the pandemic. In particular my study sought to understand technologies that teachers may have drawn on during the pandemic in support of curriculum coverage and those that they continue to use. In addition, the study began with a detailed documentary analysis of all available documentation provided to schools and teachers about the management of teaching and curriculum coverage during the pandemic as this provides understanding of the policy and guidelines context in which teachers were working. Thus, in this research I investigated the research questions: i) How have teachers managed the stipulated curriculum coverage in Grade 3 mathematics during the pandemic? and ii) How are teachers continuing to manage this post the pandemic. This included identifying how much and what type of support teachers were given from various stakeholders in the primary education system. Here the levels of support from school principals, governing bodies and more importantly the Department of Basic Education were analysed. This research, situated within an interpretative paradigm, was guided by the sociocultural theory inherent in the concerns-based adoption model. The levels of use within the concerns-based adoption model were adapted to suit the South African context of the study. Participants of the study were 18 teachers from different quintile schools within the Tshwane South District. Key findings included that the Department of Basic Education (DBE) provided a range of documents aimed at adjusting content coverage in response to the altered school calendar during the pandemic. Notable adjustments, particularly in the Annual Teaching Plans (ATPs) of 2020, revealed discrepancies in allocated school days and modifications in content areas such as numbers, operations, geometry, measurement, and data handling. The reduction in the number range and fluctuations in measurement components were observed. Despite the provision of guidelines, the study notes challenges in maintaining continuity and optimal learning, with indications of non-compliance with provided ATPs. The study further found that teachers in different quintile schools adopted diverse strategies for mathematics content coverage during the pandemic. Quintile 5 schools, often well-resourced, reported effective remote teaching using tools like PowerPoint and MS Teams. In contrast, teachers in quintiles 3 and 4, more impacted by school closures, employed varied methods, including extra lessons. Surprisingly, teachers in well-resourced private schools reported gaps in learners' mathematical knowledge, emphasizing the flexibility they have in curriculum coverage. Technology played a pivotal role in facilitating remote teaching during the pandemic, with tools like WhatsApp, MS Teams, and Zoom being widely used, where available. The study underscored the impact of technology on curriculum coverage, especially in well-resourced schools. Grade 3 teachers expressed challenges in meeting unrealistic expectations for curriculum coverage, citing gaps in learners' understanding. The study highlighted a discrepancy between the resources provided by the DBE and the actual needs on the ground, signalling a need for policymakers to become more understanding to the situations in schools. The lack of support from the DBE prompted teachers to become flexible, adapting teaching strategies and supporting each other to navigate the challenges posed by the pandemic. The study concludes by noting the evolving mindset of teachers, transitioning through different levels of Concerns-Based Adoption Model (CBAM), ultimately showcasing their resilience and adaptability in managing curriculum coverage with the available resources. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Damaske, Inge Gerda
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463691 , vital:76432
- Description: This study investigated how teachers managed and continue to manage mathematics content coverage in Grade 3 during the COVID-19 pandemic and now post the pandemic. In particular my study sought to understand technologies that teachers may have drawn on during the pandemic in support of curriculum coverage and those that they continue to use. In addition, the study began with a detailed documentary analysis of all available documentation provided to schools and teachers about the management of teaching and curriculum coverage during the pandemic as this provides understanding of the policy and guidelines context in which teachers were working. Thus, in this research I investigated the research questions: i) How have teachers managed the stipulated curriculum coverage in Grade 3 mathematics during the pandemic? and ii) How are teachers continuing to manage this post the pandemic. This included identifying how much and what type of support teachers were given from various stakeholders in the primary education system. Here the levels of support from school principals, governing bodies and more importantly the Department of Basic Education were analysed. This research, situated within an interpretative paradigm, was guided by the sociocultural theory inherent in the concerns-based adoption model. The levels of use within the concerns-based adoption model were adapted to suit the South African context of the study. Participants of the study were 18 teachers from different quintile schools within the Tshwane South District. Key findings included that the Department of Basic Education (DBE) provided a range of documents aimed at adjusting content coverage in response to the altered school calendar during the pandemic. Notable adjustments, particularly in the Annual Teaching Plans (ATPs) of 2020, revealed discrepancies in allocated school days and modifications in content areas such as numbers, operations, geometry, measurement, and data handling. The reduction in the number range and fluctuations in measurement components were observed. Despite the provision of guidelines, the study notes challenges in maintaining continuity and optimal learning, with indications of non-compliance with provided ATPs. The study further found that teachers in different quintile schools adopted diverse strategies for mathematics content coverage during the pandemic. Quintile 5 schools, often well-resourced, reported effective remote teaching using tools like PowerPoint and MS Teams. In contrast, teachers in quintiles 3 and 4, more impacted by school closures, employed varied methods, including extra lessons. Surprisingly, teachers in well-resourced private schools reported gaps in learners' mathematical knowledge, emphasizing the flexibility they have in curriculum coverage. Technology played a pivotal role in facilitating remote teaching during the pandemic, with tools like WhatsApp, MS Teams, and Zoom being widely used, where available. The study underscored the impact of technology on curriculum coverage, especially in well-resourced schools. Grade 3 teachers expressed challenges in meeting unrealistic expectations for curriculum coverage, citing gaps in learners' understanding. The study highlighted a discrepancy between the resources provided by the DBE and the actual needs on the ground, signalling a need for policymakers to become more understanding to the situations in schools. The lack of support from the DBE prompted teachers to become flexible, adapting teaching strategies and supporting each other to navigate the challenges posed by the pandemic. The study concludes by noting the evolving mindset of teachers, transitioning through different levels of Concerns-Based Adoption Model (CBAM), ultimately showcasing their resilience and adaptability in managing curriculum coverage with the available resources. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
IT business consulting competencies to address business intelligence and analytics challenges in South African organisations
- Authors: Chatapura, Ruvimbo Faith
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462680 , vital:76325
- Description: Background: In today's dynamic environment, the importance and popularity of business intelligence and analytics (BI&A) has increased due to the rise in big data being generated across the globe. BI&A is an essential emerging business competency area and dynamic capability that serves as an enabler for organisations to harvest value from their big data. When implemented correctly, BI&A is a powerful tool that leads to increased competitive advantage. However, organisations in South Africa are facing major challenges when it comes to adopting and harnessing it. As such, it is IT business consultants that South African organisations turn to for acquiring BI&A expertise. Objective: Using the Theory of Dynamic Capabilities as an underpinning lens, the purpose of this study is to investigate the relevant competencies IT business consultants need to address BI&A challenges in South African organisations. This study focuses on developing a BI&A competency framework based on these competencies that IT business consultants can consider when addressing the BI&A challenges in South African organisations. Methods: A qualitative research approach was utilised in this study by making use of an interpretive paradigm, abductive reasoning, qualitative description research strategy, as well as semi-structured interviews and questionnaires as data collection methods to elicit feedback on this study’s BI&A competency framework. Content analysis was conducted to categorise and code the interview data, and descriptive analysis was conducted to rank the competencies in order of relevance. Findings: It was found that the relevant business competencies to consider are business acumen, industry knowledge and strategic conceptual abilities. The relevant technical competencies are categorised into three categories: analytical skills (logical thinking, problem-solving, statistical analysis and what-if analysis), data engineering (data modelling skills, data warehousing, database management, data governance, data interpretation, data stewardship, data visualisation tools and data processing languages) and supplementary skills (project management, consulting skills and artificial intelligence). The relevant values and behavioural competencies to consider are integrity, communication, teamwork, resilience, commitment, creativity, emotional intelligence, humility, behavioural analysis, curiosity, leadership and social intelligence. , Thesis (MCom) -- Faculty of Commerce, Information Systems, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Chatapura, Ruvimbo Faith
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462680 , vital:76325
- Description: Background: In today's dynamic environment, the importance and popularity of business intelligence and analytics (BI&A) has increased due to the rise in big data being generated across the globe. BI&A is an essential emerging business competency area and dynamic capability that serves as an enabler for organisations to harvest value from their big data. When implemented correctly, BI&A is a powerful tool that leads to increased competitive advantage. However, organisations in South Africa are facing major challenges when it comes to adopting and harnessing it. As such, it is IT business consultants that South African organisations turn to for acquiring BI&A expertise. Objective: Using the Theory of Dynamic Capabilities as an underpinning lens, the purpose of this study is to investigate the relevant competencies IT business consultants need to address BI&A challenges in South African organisations. This study focuses on developing a BI&A competency framework based on these competencies that IT business consultants can consider when addressing the BI&A challenges in South African organisations. Methods: A qualitative research approach was utilised in this study by making use of an interpretive paradigm, abductive reasoning, qualitative description research strategy, as well as semi-structured interviews and questionnaires as data collection methods to elicit feedback on this study’s BI&A competency framework. Content analysis was conducted to categorise and code the interview data, and descriptive analysis was conducted to rank the competencies in order of relevance. Findings: It was found that the relevant business competencies to consider are business acumen, industry knowledge and strategic conceptual abilities. The relevant technical competencies are categorised into three categories: analytical skills (logical thinking, problem-solving, statistical analysis and what-if analysis), data engineering (data modelling skills, data warehousing, database management, data governance, data interpretation, data stewardship, data visualisation tools and data processing languages) and supplementary skills (project management, consulting skills and artificial intelligence). The relevant values and behavioural competencies to consider are integrity, communication, teamwork, resilience, commitment, creativity, emotional intelligence, humility, behavioural analysis, curiosity, leadership and social intelligence. , Thesis (MCom) -- Faculty of Commerce, Information Systems, 2024
- Full Text:
- Date Issued: 2024-10-11
Mediating learning of electrostatics through stories on cultural beliefs and practices about lightning to Grade 7 township school learners
- Authors: Funani, Lindiso Desmond
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463548 , vital:76419
- Description: The Curriculum and Assessment Policy Statement (CAPS) document mandates that teaching and learning should start with the knowledge and experiences of learners from home or communities when teaching Natural Sciences. The aim is to bridge the gap between the science content learned in the school classroom and the science accessible to learners in their homes and community environments. CAPS claims that it ‘embraces local indigenous knowledge’ but it does not specify how this should be done in schools. As a result, little or no integration of Indigenous Knowledge (IK) is enacted in many of our schools in South Africa and learners seem to find science inaccessible and irrelevant to their everyday lives. It is against this backdrop that this interventionist study sought to mediate learning of electrostatics through harnessing stories on cultural beliefs and practices about lightning to Grade 7 township school learners. This study is located within the interpretivist and Indigenous research paradigms, central to which is to develop a greater understanding of how people make sense of the contexts in which they live and work. Within the Indigenous research paradigm, I focused on the Ubuntu perspective. Furthermore, this study was conducted in an under-resourced school located in the Sarah Baartman District, Eastern Cape Province of South Africa. The participants were Grade 7 Natural Sciences learners and two Indigenous Knowledge Custodians (IKCs). In addition, one Natural Sciences teacher was my critical friend. Focus group interviews (sharing circles), group activities, observations (participatory and lesson observation), and learners’ journals were used to gather data. Vygotsky’s sociocultural theory and Ogunniyi’s Contiguity Argumentation Theory were used as theoretical frameworks in this study. The findings of the study revealed that both the group activity and the presentations by the Indigenous Knowledge Custodians on stories on cultural beliefs and practices about lightning enabled learners’ argumentation and sense-making of electrostatics. The study thus recommends that science teachers should make efforts to tap into the cultural heritage of IKCs to make science accessible and relevant to learners' everyday life experiences. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Funani, Lindiso Desmond
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463548 , vital:76419
- Description: The Curriculum and Assessment Policy Statement (CAPS) document mandates that teaching and learning should start with the knowledge and experiences of learners from home or communities when teaching Natural Sciences. The aim is to bridge the gap between the science content learned in the school classroom and the science accessible to learners in their homes and community environments. CAPS claims that it ‘embraces local indigenous knowledge’ but it does not specify how this should be done in schools. As a result, little or no integration of Indigenous Knowledge (IK) is enacted in many of our schools in South Africa and learners seem to find science inaccessible and irrelevant to their everyday lives. It is against this backdrop that this interventionist study sought to mediate learning of electrostatics through harnessing stories on cultural beliefs and practices about lightning to Grade 7 township school learners. This study is located within the interpretivist and Indigenous research paradigms, central to which is to develop a greater understanding of how people make sense of the contexts in which they live and work. Within the Indigenous research paradigm, I focused on the Ubuntu perspective. Furthermore, this study was conducted in an under-resourced school located in the Sarah Baartman District, Eastern Cape Province of South Africa. The participants were Grade 7 Natural Sciences learners and two Indigenous Knowledge Custodians (IKCs). In addition, one Natural Sciences teacher was my critical friend. Focus group interviews (sharing circles), group activities, observations (participatory and lesson observation), and learners’ journals were used to gather data. Vygotsky’s sociocultural theory and Ogunniyi’s Contiguity Argumentation Theory were used as theoretical frameworks in this study. The findings of the study revealed that both the group activity and the presentations by the Indigenous Knowledge Custodians on stories on cultural beliefs and practices about lightning enabled learners’ argumentation and sense-making of electrostatics. The study thus recommends that science teachers should make efforts to tap into the cultural heritage of IKCs to make science accessible and relevant to learners' everyday life experiences. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Mediating learning of nutrition through using traditional food processing and preservation to grade 6 rural school learners
- Authors: Tyeda, Nomvume
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463658 , vital:76429
- Description: Rural learners, especially those in the school where I teach, seem to grasp science in a disconnected manner, and hence struggle to understand it. This concern aligns with the findings of the Trends of International Mathematics and Science Studies, which notes poor performance in science among learners in South Africa. When examining these challenges, learners appear to inhabit a realm divided by a river, struggling to bridge the gap between what they learn at home and what is taught at school. Against this context, this research aimed to mediate the learning of nutrition for Grade 6 rural school learners by integrating traditional ways of food processing and preservation. The interpretivist and Indigenous research paradigms underpin the research. I used the Ubuntu perspective within the Indigenous research paradigm, which emphasises respect and humble togetherness. This qualitative case study took place at a rural school in the OR Tambo Coastal district in the Eastern Cape. It involved 14 Grade 6 Natural Sciences and Technology learners, a critical friend, and two Indigenous Knowledge Custodians. Various methods were used to collect data, including group activities by learners, participatory and lesson observation, focus group interviews (sharing circles), and learners’ journal reflections. The findings of the study revealed the significance of integrating Indigenous Knowledge with modern scientific principles, engaging in experiential and hands-on learning activities, involving Indigenous Knowledge Custodians, and using visual learning aids to enhance learners’ engagement and sense-making of nutrition. The study recommends that Indigenous Knowledge should be integrated with modern science to provide a comprehensive understanding of the topic of nutrition. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Tyeda, Nomvume
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463658 , vital:76429
- Description: Rural learners, especially those in the school where I teach, seem to grasp science in a disconnected manner, and hence struggle to understand it. This concern aligns with the findings of the Trends of International Mathematics and Science Studies, which notes poor performance in science among learners in South Africa. When examining these challenges, learners appear to inhabit a realm divided by a river, struggling to bridge the gap between what they learn at home and what is taught at school. Against this context, this research aimed to mediate the learning of nutrition for Grade 6 rural school learners by integrating traditional ways of food processing and preservation. The interpretivist and Indigenous research paradigms underpin the research. I used the Ubuntu perspective within the Indigenous research paradigm, which emphasises respect and humble togetherness. This qualitative case study took place at a rural school in the OR Tambo Coastal district in the Eastern Cape. It involved 14 Grade 6 Natural Sciences and Technology learners, a critical friend, and two Indigenous Knowledge Custodians. Various methods were used to collect data, including group activities by learners, participatory and lesson observation, focus group interviews (sharing circles), and learners’ journal reflections. The findings of the study revealed the significance of integrating Indigenous Knowledge with modern scientific principles, engaging in experiential and hands-on learning activities, involving Indigenous Knowledge Custodians, and using visual learning aids to enhance learners’ engagement and sense-making of nutrition. The study recommends that Indigenous Knowledge should be integrated with modern science to provide a comprehensive understanding of the topic of nutrition. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Mediating learning of sound through cultural music and dance stories to Grade 4 farm school learners
- Authors: Tshitshi, Hlengiwe
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463647 , vital:76428
- Description: The current South African Natural Science and Technology (NS-Tech) curriculum for grades 4–9 encourages teachers to integrate Indigenous Knowledge (IK) into their teaching. By doing so, it is hoped that this would contextualise and make science relevant to learners. However, the contradiction is that IK is hardly discussed in the curriculum and there are no clear guidelines on how to integrate it. It is against this background that in this study I used stories about cultural beliefs and practices on traditional music and dance to support Grade 4 NS-Tech from a farm school talking about and making sense of the topic of sound. This study is underpinned by the interpretivist and Indigenous research paradigms. Within the Indigenous research paradigm, I focused on the Ubuntu perspective. A qualitative case study research design was employed, and the study was conducted in the Sarah Baartman District of the Eastern Cape. Four Grade 4 learners and four Indigenous Knowledge Custodians who were all family members were participants in this study. In addition, I invited an NS-Tech teacher to be my critical friend in this study. A focus group interview (sharing circle), participatory and lesson observations and learners’ journal reflections were employed to gather data. Vygotsky’s sociocultural theory together with Ogunniyi’s contiguity argumentative theory were used as lenses to analyse data. A thematic approach to data analysis was employed to come up with sub-themes. Thereafter, common sub-themes were subsequently combined to form themes. The findings of this study revealed that the following factors can significantly enable/constrain the ability of Grade 4 Natural Sciences and Technology learners from a farm school to comprehend and engage with the topic of sound: (1) integration of IK into science lessons, (2) Experiential learning through hands-on activities, (3) Community involvement in knowledge acquisition, and (4) Emotional effect of loud sounds. In addition, the contribution of Indigenous Knowledge Custodians facilitated a notable enhancement in learners’ dialogue and understanding of sound. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Mediating learning of sound through cultural music and dance stories to Grade 4 farm school learners
- Authors: Tshitshi, Hlengiwe
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463647 , vital:76428
- Description: The current South African Natural Science and Technology (NS-Tech) curriculum for grades 4–9 encourages teachers to integrate Indigenous Knowledge (IK) into their teaching. By doing so, it is hoped that this would contextualise and make science relevant to learners. However, the contradiction is that IK is hardly discussed in the curriculum and there are no clear guidelines on how to integrate it. It is against this background that in this study I used stories about cultural beliefs and practices on traditional music and dance to support Grade 4 NS-Tech from a farm school talking about and making sense of the topic of sound. This study is underpinned by the interpretivist and Indigenous research paradigms. Within the Indigenous research paradigm, I focused on the Ubuntu perspective. A qualitative case study research design was employed, and the study was conducted in the Sarah Baartman District of the Eastern Cape. Four Grade 4 learners and four Indigenous Knowledge Custodians who were all family members were participants in this study. In addition, I invited an NS-Tech teacher to be my critical friend in this study. A focus group interview (sharing circle), participatory and lesson observations and learners’ journal reflections were employed to gather data. Vygotsky’s sociocultural theory together with Ogunniyi’s contiguity argumentative theory were used as lenses to analyse data. A thematic approach to data analysis was employed to come up with sub-themes. Thereafter, common sub-themes were subsequently combined to form themes. The findings of this study revealed that the following factors can significantly enable/constrain the ability of Grade 4 Natural Sciences and Technology learners from a farm school to comprehend and engage with the topic of sound: (1) integration of IK into science lessons, (2) Experiential learning through hands-on activities, (3) Community involvement in knowledge acquisition, and (4) Emotional effect of loud sounds. In addition, the contribution of Indigenous Knowledge Custodians facilitated a notable enhancement in learners’ dialogue and understanding of sound. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Promoting Grade 9 mathematics teachers’ TPACK development through planning algebra lessons that integrate technology in Oshakati education circuit
- Authors: Angula, Mechtilde
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463669 , vital:76430
- Description: The revised curriculum in Namibia highlights the integration of digital tools to help learners understand mathematics better. For this purpose, teachers need to possess Technological Pedagogical Content Knowledge (TPACK) to utilize technology effectively. However, using technology by itself does not guarantee better learning rather, it requires an understanding of how to integrate technology in teaching mathematics. Therefore, this case study explored Grade 9 mathematics teachers’ TPACK development through planning algebra lessons that integrate technology. An interpretive paradigm, supported by a pragmatic paradigm, underpins the study, and a qualitative case study approach was employed. The study purposively engaged ten Grade 9 mathematics teachers from four schools in Namibia. Demographic questionnaires, Semi-structured interviews, Reflective journals, notes from discussions, focus group interviews and document analysis were used to gain teachers’ insights on TPACK development. The study was guided by two educational theories: Bernstein's Sociology of Education (1971) and Bloom's Taxonomy of the Cognitive Domain (1956). Also, Mishra and Koehler’s TPACK framework (2009) was used to analyze the data. The findings showed that mathematics teachers had a positive view of technology integration in mathematics lessons and TPACK development through technology-integrated lesson planning, but they lacked the knowledge for planning lessons that integrate technology. Taking part in the intervention improved the selected mathematics teachers' understanding of TPACK, making them more confident about using technology in their teaching. The study also found different strategies to help teachers incorporate technology into their lessons, along with having a strong grasp of the subject and effective teaching methods. Based on these findings, it is suggested that in-service mathematics teachers take part in interventions focused on integrating technology into lesson planning. These interventions should demonstrate how technology can improve mathematics education and how it fits with both content and teaching methods. It is also recommended that these interventions emphasize the importance of Bloom's Taxonomy in using technology for mathematics education. The study concludes by suggesting further research on how planned lessons can be implemented in actual mathematics classrooms. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Angula, Mechtilde
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463669 , vital:76430
- Description: The revised curriculum in Namibia highlights the integration of digital tools to help learners understand mathematics better. For this purpose, teachers need to possess Technological Pedagogical Content Knowledge (TPACK) to utilize technology effectively. However, using technology by itself does not guarantee better learning rather, it requires an understanding of how to integrate technology in teaching mathematics. Therefore, this case study explored Grade 9 mathematics teachers’ TPACK development through planning algebra lessons that integrate technology. An interpretive paradigm, supported by a pragmatic paradigm, underpins the study, and a qualitative case study approach was employed. The study purposively engaged ten Grade 9 mathematics teachers from four schools in Namibia. Demographic questionnaires, Semi-structured interviews, Reflective journals, notes from discussions, focus group interviews and document analysis were used to gain teachers’ insights on TPACK development. The study was guided by two educational theories: Bernstein's Sociology of Education (1971) and Bloom's Taxonomy of the Cognitive Domain (1956). Also, Mishra and Koehler’s TPACK framework (2009) was used to analyze the data. The findings showed that mathematics teachers had a positive view of technology integration in mathematics lessons and TPACK development through technology-integrated lesson planning, but they lacked the knowledge for planning lessons that integrate technology. Taking part in the intervention improved the selected mathematics teachers' understanding of TPACK, making them more confident about using technology in their teaching. The study also found different strategies to help teachers incorporate technology into their lessons, along with having a strong grasp of the subject and effective teaching methods. Based on these findings, it is suggested that in-service mathematics teachers take part in interventions focused on integrating technology into lesson planning. These interventions should demonstrate how technology can improve mathematics education and how it fits with both content and teaching methods. It is also recommended that these interventions emphasize the importance of Bloom's Taxonomy in using technology for mathematics education. The study concludes by suggesting further research on how planned lessons can be implemented in actual mathematics classrooms. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Redefinition of a refugee during conditions of disaster uncertainty of COVID19 in South Africa and beyond
- Authors: Maguire, Kelly Ann
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461841 , vital:76244
- Description: Access restricited. Expected release date 2026. , Thesis (Msc (Pharmacy)) -- Faculty of Pharmacy, Pharmacy, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Maguire, Kelly Ann
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461841 , vital:76244
- Description: Access restricited. Expected release date 2026. , Thesis (Msc (Pharmacy)) -- Faculty of Pharmacy, Pharmacy, 2024
- Full Text:
- Date Issued: 2024-10-11
Relationship between oil price changes and the South African stock market returns: a nonlinear ARDL analysis
- Authors: Habana, Athenkosi
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462713 , vital:76328
- Description: Understanding the factors that influence oil price volatility and how they affect the stock market is crucial for decision-making, planning, and forecasting by governments, companies, and individuals. The aim of this study is to analyze the relationship between oil prices and stock market returns of selected JSE stock indices. A nonlinear ARDL model is used to study the interaction between changes in oil prices and the South African stock market. Monthly data covering the period from January 2010 to December 2022 is utilized in the study. The main findings of the study show that in the short run negative changes in oil prices have a statistically significant positive impact that on stock returns of the All-Share, Financials and Resources indices, while it is insignificant for the Industrials index stock returns. On the other hand, positive changes in oil prices have a negative and insignificant impact on all the stock returns of the indices. Therefore, in the short-run there is no nonlinear relationship between oil prices and the stock returns of the indices. In the long-run, the impact of oil prices on stock returns of the All Share, Financials and Resources indices is nonlinear or asymmetric. The impact of oil price changes on the stock indices varies across the indices. An increase in oil prices has a negative and statistically significant impact on stock returns of the All Share, Financials and Resources index. Conversely, a decrease in oil prices has a positive and significant impact on All Share, Financials and Resources index stock returns in the long-run. The impact of positive and negative changes in oil prices is insignificant for the Industrials index stock returns. Therefore, these finding makes it possible for investors or portfolio managers to better mitigate the negative consequences of unforeseen events and adapt their investment plans to hedge against variations in the price of oil. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Habana, Athenkosi
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462713 , vital:76328
- Description: Understanding the factors that influence oil price volatility and how they affect the stock market is crucial for decision-making, planning, and forecasting by governments, companies, and individuals. The aim of this study is to analyze the relationship between oil prices and stock market returns of selected JSE stock indices. A nonlinear ARDL model is used to study the interaction between changes in oil prices and the South African stock market. Monthly data covering the period from January 2010 to December 2022 is utilized in the study. The main findings of the study show that in the short run negative changes in oil prices have a statistically significant positive impact that on stock returns of the All-Share, Financials and Resources indices, while it is insignificant for the Industrials index stock returns. On the other hand, positive changes in oil prices have a negative and insignificant impact on all the stock returns of the indices. Therefore, in the short-run there is no nonlinear relationship between oil prices and the stock returns of the indices. In the long-run, the impact of oil prices on stock returns of the All Share, Financials and Resources indices is nonlinear or asymmetric. The impact of oil price changes on the stock indices varies across the indices. An increase in oil prices has a negative and statistically significant impact on stock returns of the All Share, Financials and Resources index. Conversely, a decrease in oil prices has a positive and significant impact on All Share, Financials and Resources index stock returns in the long-run. The impact of positive and negative changes in oil prices is insignificant for the Industrials index stock returns. Therefore, these finding makes it possible for investors or portfolio managers to better mitigate the negative consequences of unforeseen events and adapt their investment plans to hedge against variations in the price of oil. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
Research-informed development of comprehensible isiXhosa teaching material: the Department of Basic Education Mental Starters doubling and halving unit
- Authors: Booi, Tabisa
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463680 , vital:76431
- Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Booi, Tabisa
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463680 , vital:76431
- Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
South Africa’s financial services trade and trade potential under the African Continental Free Trade Area
- Authors: Gyan, Mawuko
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462846 , vital:76340
- Description: This study investigates the nature, importance and prospects for growth of South Africa’s trade in financial services and trade potential under the African Continental Free Trade Area (AfCFTA) Agreement. It does so by identifying and measuring the share, growth performance and some of the characteristics of South Africa’s financial services trade in the aggregate and with selected trading partners and regions. It also computes South Africa’s trade potential in financial and finance-related services trade with selected African trading partners amid the ongoing AfCFTA services trade negotiations, using trade complementarity indices (TCIs). Finally, the study estimates the effect of regional trade agreement participation on bilateral financial services trade involving African economies using a gravity model. The study employs the use of descriptive trade statistics to analyse the share and growth performance of South Africa’s services trade in the aggregate and at the sub-sector level, based on balance of payments (BOP) data for the years 2005 to 2022 from the ITC, UNCTAD and WTO Trade in Services Database. Bilateral trade data from the OECD and WTO BaTIS Database is also used in the analysis of intra-African trade. In order to investigate trade through Mode 3, information on FDI statistics is sourced from recent reports. Through analysing trade complementarity indices (TCIs), the study finds that South Africa has significant potential to increase exports of financial and finance-related services to Mauritius, Ghana and the SADC and non-TFTA regions. South Africa has significant import TCIs with the COMESA and non- TFTA regions as well as Egypt, Tunisia and Kenya. The gravity model estimation reveals that membership in African regional groupings like the AfCFTA, SADC, COMESA and the EAC have no significant positive impact as yet on intra-African financial services trade. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Gyan, Mawuko
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462846 , vital:76340
- Description: This study investigates the nature, importance and prospects for growth of South Africa’s trade in financial services and trade potential under the African Continental Free Trade Area (AfCFTA) Agreement. It does so by identifying and measuring the share, growth performance and some of the characteristics of South Africa’s financial services trade in the aggregate and with selected trading partners and regions. It also computes South Africa’s trade potential in financial and finance-related services trade with selected African trading partners amid the ongoing AfCFTA services trade negotiations, using trade complementarity indices (TCIs). Finally, the study estimates the effect of regional trade agreement participation on bilateral financial services trade involving African economies using a gravity model. The study employs the use of descriptive trade statistics to analyse the share and growth performance of South Africa’s services trade in the aggregate and at the sub-sector level, based on balance of payments (BOP) data for the years 2005 to 2022 from the ITC, UNCTAD and WTO Trade in Services Database. Bilateral trade data from the OECD and WTO BaTIS Database is also used in the analysis of intra-African trade. In order to investigate trade through Mode 3, information on FDI statistics is sourced from recent reports. Through analysing trade complementarity indices (TCIs), the study finds that South Africa has significant potential to increase exports of financial and finance-related services to Mauritius, Ghana and the SADC and non-TFTA regions. South Africa has significant import TCIs with the COMESA and non- TFTA regions as well as Egypt, Tunisia and Kenya. The gravity model estimation reveals that membership in African regional groupings like the AfCFTA, SADC, COMESA and the EAC have no significant positive impact as yet on intra-African financial services trade. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
The art of adaption: the National Arts Festival’s strategic response to the COVID-19 pandemic
- Authors: Brody, Blake Benjamin
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461863 , vital:76246
- Description: The National Arts Festival (NAF), an annual event held in South Africa, faced a significant challenge in 2020 due to the COVID-19 pandemic. The traditional in-person format of the festival was no longer feasible due to government restrictions. In response, the NAF's CEO, Monica Newton, led her team in a rapid transition to a virtual platform. This decision-making process and the creation of the first virtual NAF (vNAF) occurred within a remarkably short period of 100 days. This teaching case study delves into the academic framework of crisis management, stakeholder theory, strategic thinking, strategic management, and business models, examining their application in the context of the NAF's transformation. To understand the decision-making process and challenges faced by the NAF, a qualitative research design was employed. Data collection involved two face-to-face interviews with Monica Newton, CEO of the NAF, and secondary sources. The teaching case is accompanied by a comprehensive note for educators, offering guidance on its classroom use. The note includes a case synopsis, intended audience, suggested learning outcomes, theoretical connections, teaching strategies, potential discussion questions, evaluation methods, and additional resources. It supports a multi-faceted analysis of the NAF's transformation and encourages vibrant class discussion. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Brody, Blake Benjamin
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461863 , vital:76246
- Description: The National Arts Festival (NAF), an annual event held in South Africa, faced a significant challenge in 2020 due to the COVID-19 pandemic. The traditional in-person format of the festival was no longer feasible due to government restrictions. In response, the NAF's CEO, Monica Newton, led her team in a rapid transition to a virtual platform. This decision-making process and the creation of the first virtual NAF (vNAF) occurred within a remarkably short period of 100 days. This teaching case study delves into the academic framework of crisis management, stakeholder theory, strategic thinking, strategic management, and business models, examining their application in the context of the NAF's transformation. To understand the decision-making process and challenges faced by the NAF, a qualitative research design was employed. Data collection involved two face-to-face interviews with Monica Newton, CEO of the NAF, and secondary sources. The teaching case is accompanied by a comprehensive note for educators, offering guidance on its classroom use. The note includes a case synopsis, intended audience, suggested learning outcomes, theoretical connections, teaching strategies, potential discussion questions, evaluation methods, and additional resources. It supports a multi-faceted analysis of the NAF's transformation and encourages vibrant class discussion. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Date Issued: 2024-10-11
The development of mobile money services and financial inclusion in Zimbabwe
- Authors: Chingono, Kudzaishe Emily
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462691 , vital:76326
- Description: Purpose- The use of mobile phones in Zimbabwe fostered the development of various financial innovations, such as mobile money services. It is important to note that the use of mobile money services in Zimbabwe has gradually increased. This study was carried out to determine the relationship between the development of mobile money services and financial inclusion in Zimbabwe. The main goal was to determine if there is a correlation between financial inclusion and the development of mobile money services. Design and Methodological approach: This study used a quantitative research design in which time series data was used to generate the analysis. The data used in the study covered a period of 20 years, starting from 2000 to 2020 on a yearly basis. Auto Regressive Distributed Lag (ARDL) Model was used to analyze the relationship. Findings: The ARDL study results showed that in the long run, there is no statistically significant correlation between the development of mobile money services and financial inclusion, and this is suggested by the long-term relationship between the two variables over a period of 20 years. In the short run, the study findings showed that the development of mobile money services have a positive significant influence on financial inclusion with. Therefore, increase in mobile money usage was associated with increase in financial inclusion. Between the period 2000 and 2020, the major determinants of mobile moneys services are age, number of ATMs, financial literacy, income level and mobile phone penetration. The tests also showed that these variables significantly and positively influenced use of mobile money as a financial inclusion tool in Zimbabwe (p<.05). Research Limitations: The study did not find a lot of current relevant literature that would explain the relationship between mobile money services and financial inclusion. Majority of the work was carried out in other countries, and little was covered in Zimbabwe. Practical Implications: The study results implies that government should put in place measure to ensure the expansion of mobile money services in the rural areas. The mobile telecommunication firms should ensure increased mobile phone penetration. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Chingono, Kudzaishe Emily
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462691 , vital:76326
- Description: Purpose- The use of mobile phones in Zimbabwe fostered the development of various financial innovations, such as mobile money services. It is important to note that the use of mobile money services in Zimbabwe has gradually increased. This study was carried out to determine the relationship between the development of mobile money services and financial inclusion in Zimbabwe. The main goal was to determine if there is a correlation between financial inclusion and the development of mobile money services. Design and Methodological approach: This study used a quantitative research design in which time series data was used to generate the analysis. The data used in the study covered a period of 20 years, starting from 2000 to 2020 on a yearly basis. Auto Regressive Distributed Lag (ARDL) Model was used to analyze the relationship. Findings: The ARDL study results showed that in the long run, there is no statistically significant correlation between the development of mobile money services and financial inclusion, and this is suggested by the long-term relationship between the two variables over a period of 20 years. In the short run, the study findings showed that the development of mobile money services have a positive significant influence on financial inclusion with. Therefore, increase in mobile money usage was associated with increase in financial inclusion. Between the period 2000 and 2020, the major determinants of mobile moneys services are age, number of ATMs, financial literacy, income level and mobile phone penetration. The tests also showed that these variables significantly and positively influenced use of mobile money as a financial inclusion tool in Zimbabwe (p<.05). Research Limitations: The study did not find a lot of current relevant literature that would explain the relationship between mobile money services and financial inclusion. Majority of the work was carried out in other countries, and little was covered in Zimbabwe. Practical Implications: The study results implies that government should put in place measure to ensure the expansion of mobile money services in the rural areas. The mobile telecommunication firms should ensure increased mobile phone penetration. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
The dynamics of novice and experienced Namibian teachers’ adoption of the Advanced Subsidiary Agricultural Science curriculum
- Authors: Nanyemba, Wilhelmina
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463581 , vital:76422
- Description: Access restricted. Expected release date 2026. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Nanyemba, Wilhelmina
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463581 , vital:76422
- Description: Access restricted. Expected release date 2026. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
The impact of corruption on stock market performance : evidence from BRICS
- Authors: Kapase, Siphe
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462724 , vital:76329
- Description: This thesis examines the impact of corruption perception on stock market performance across BRICS nations from 2010 to 2022 using a primarily quantitative approach. Grounded in theoretical frameworks such as Corruption as Grease, Corruption as Sand, and New Institutional Economics, the study employs the Panel Autoregressive Distributed Lag (ARDL) model. It explores how corruption perceptions influence stock market capitalization (MCAP) over various time horizons. It utilizes empirical data and advanced techniques like unit root testing and cointegration tests to provide insights into short-term fluctuations and long-term trends in financial markets. The findings reveal significant long-term negative effects of the corruption perception index (CPI) on MCAP. Higher levels of perceived corruption correlate with lower stock market capitalization over extended periods, underscoring the persistent impact of institutional weaknesses on market stability. Short-term analyses show varying adjustment speeds towards equilibrium among BRICS nations, reflecting different economic contexts and policy responses to corruption. The findings suggest that investors should focus on markets with lower corruption perceptions for better stock market performance and advise policymakers to enhance transparency to build more resilient financial markets. Future research should continue to explore the impact of corruption on BRICS nations. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Kapase, Siphe
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462724 , vital:76329
- Description: This thesis examines the impact of corruption perception on stock market performance across BRICS nations from 2010 to 2022 using a primarily quantitative approach. Grounded in theoretical frameworks such as Corruption as Grease, Corruption as Sand, and New Institutional Economics, the study employs the Panel Autoregressive Distributed Lag (ARDL) model. It explores how corruption perceptions influence stock market capitalization (MCAP) over various time horizons. It utilizes empirical data and advanced techniques like unit root testing and cointegration tests to provide insights into short-term fluctuations and long-term trends in financial markets. The findings reveal significant long-term negative effects of the corruption perception index (CPI) on MCAP. Higher levels of perceived corruption correlate with lower stock market capitalization over extended periods, underscoring the persistent impact of institutional weaknesses on market stability. Short-term analyses show varying adjustment speeds towards equilibrium among BRICS nations, reflecting different economic contexts and policy responses to corruption. The findings suggest that investors should focus on markets with lower corruption perceptions for better stock market performance and advise policymakers to enhance transparency to build more resilient financial markets. Future research should continue to explore the impact of corruption on BRICS nations. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
The impact of Fintech firms on bank performance: analysing the South African case (2009-2021)
- Authors: Runyowa, Simon Simbarashe
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462812 , vital:76337
- Description: The growth of the Fintech Firm sector globally was inevitable, given the changes in consumer behaviour, expectations, and the ever-changing and evolving nature of technology. The sector saw a sharp increase during the 2008 Global Financial Crisis and was driven by digital payments, government policy, less stringent regulation, and technological innovation. Unsurprisingly, South Africa was home to a mature and developing Fintech sector primarily driven by money transfers and mobile payments putting Fintech firms in the same market segment as traditional banks but with a more extensive potential customer base through offering easily accessible and lower-cost services. The relationship between the growth of the Fintech firm sector and Bank performance was widely researched within the literature with varying results. The study aimed to add to the body of literature and determine the nature of this relationship in the South African context. The study primarily aimed to determine the relationship and impact of the growth of the Fintech firm payments segment on the performance of the South African Banking sector. Additionally, the study aimed to measure the sector's growth by creating a Fintech Growth Index. Using the Ordinary Least Squares, Fixed Effect and the Generalized Method of Moments estimation techniques, estimations between Bank performance variables and the Fintech growth Index were analysed between 2009 and 2021. Firstly, the study found the growth of the Fintech payments segment to be positive. Secondly, the study found that the growth of the payment segment had a negative relationship and impact on the financial performance of South African banks. The findings of this study have implications for the development and regulatory framework of the South African Fintech sector as well as its interaction with the South African banking sector. Furthermore, policymakers may find that the growth of the Fintech Firm sector has overall positive benefits for financial inclusion for South African consumers. The study recommended that future research be taken to address the gap in the literature regarding the growth of the South African Fintech sector. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Runyowa, Simon Simbarashe
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462812 , vital:76337
- Description: The growth of the Fintech Firm sector globally was inevitable, given the changes in consumer behaviour, expectations, and the ever-changing and evolving nature of technology. The sector saw a sharp increase during the 2008 Global Financial Crisis and was driven by digital payments, government policy, less stringent regulation, and technological innovation. Unsurprisingly, South Africa was home to a mature and developing Fintech sector primarily driven by money transfers and mobile payments putting Fintech firms in the same market segment as traditional banks but with a more extensive potential customer base through offering easily accessible and lower-cost services. The relationship between the growth of the Fintech firm sector and Bank performance was widely researched within the literature with varying results. The study aimed to add to the body of literature and determine the nature of this relationship in the South African context. The study primarily aimed to determine the relationship and impact of the growth of the Fintech firm payments segment on the performance of the South African Banking sector. Additionally, the study aimed to measure the sector's growth by creating a Fintech Growth Index. Using the Ordinary Least Squares, Fixed Effect and the Generalized Method of Moments estimation techniques, estimations between Bank performance variables and the Fintech growth Index were analysed between 2009 and 2021. Firstly, the study found the growth of the Fintech payments segment to be positive. Secondly, the study found that the growth of the payment segment had a negative relationship and impact on the financial performance of South African banks. The findings of this study have implications for the development and regulatory framework of the South African Fintech sector as well as its interaction with the South African banking sector. Furthermore, policymakers may find that the growth of the Fintech Firm sector has overall positive benefits for financial inclusion for South African consumers. The study recommended that future research be taken to address the gap in the literature regarding the growth of the South African Fintech sector. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
The impact of international investment agreements on FDI in developing countries and the implications for development policy
- Authors: Lomas, Djamella
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463489 , vital:76413
- Description: This study investigates the impact of international investment agreements, specifically bilateral investment treaties (BITs), on inward Foreign direct investment (FDI) in recipient developing countries and the implications of such agreements for development policy. The study estimates a log-linear gravity model based on a unique dataset created to investigate whether the presence of BITs has a positive impact on inward FDI stock in 36 developing countries. The selection of countries attempts to capture a set of bilateral relationships that accounts for a significant proportion of inward FDI in developing countries. To test the hypothesis that signing BITs has a positive effect on inward FDI in developing countries it was necessary that all recipient countries be developing economies. However, investor countries are both developed and developing economies. Therefore, each bilateral FDI relationship is either between a developing recipient and developed investor country or between a developing recipient and developing investor country. For each recipient country, FDI stock data from investor countries for 2019 was obtained from the ITC’s Investment Map database (ITC, 2022). This yielded 1009 bilateral FDI relationships (observations for the dependent variable) after removing pairs for which certain explanatory variable data was not available. For the gravity model, GDP data was collected from the World Bank’s World Development Indicators Database (World Bank, 2023a), while the other traditional gravity variables were collected from the CEPII GeoDist Database (CEPII, 2011). Alongside the gravity variables, the study employs three additional control variables (two macroeconomic and one institutional) in certain specifications of the basic model, namely the exchange rate, inflation rate and an index of political stability. Data for the three additional variables was sourced from the IMF’s World Economic Outlook Database (IMF, 2022) for the macroeconomic variables and the World Bank’s Worldwide Governance Indicators Database (World Bank, 2023b) in the case of the political stability index. To examine the key question of the impact of BITs on bilateral FDI, a number of BITs dummy variables are created to investigate, firstly, whether having signed a BIT impacts on FDI in developing countries and, secondly, whether having a BIT in force significantly impacts on FDI in developing countries. Thereafter, in each case, dummy variables are created to investigate whether there is a significant difference between the impact on FDI of having a BIT signed or in force between a developed and developing country specifically, and having a BIT signed or in force between two developing countries. In order to examine the implications for development policy, the thesis analyses case studies of selected BITs between developed and developing economies, as well as those between developing economies. The texts of the BIT documents were obtained from the UNCTAD Investment Policy Hub Database (UNCTAD, 2023b). The results of the study reveal that, on average, signing and/or having a BIT in force has a significant positive impact on the inward FDI stock of the recipient developing country from the outward investor country. This positive impact is found to be even stronger in the case of BITs between developed and developing countries. However, there is no significant impact on inward FDI for BITs signed between two developing countries. The study finds that GDP of the recipient and investor country, existence of a common official language and the distance between countries all have a significant impact on FDI in the recipient developing country, and are signed as expected in the gravity literature. The existence of a common border is weakly significant in some specifications of the basic model and not significant in others. The additional control variables are all significant and signed as expected in the literature. The study contributes to the literature by distinguishing, not only between the impact of BITs signed versus BITs in force on inward FDI in developing countries, but also by distinguishing between the impact of BITs on FDI when the partners are developed and developing countries versus when both partners are developing countries. The study also finds that, in an effort to attract FDI, developing countries have signed BITs which carry obligations that extend significant protection measures to foreign investors. However, such protections are offered at the expense of sovereign interests. The study finds that this has served to significantly reduce the policy space available for developing countries to attract FDI that is aligned to their sustainable development needs. The limitations of the study are as follows. The gravity specification is cross-sectional, and a panel data approach could be recommended for future work. Furthermore, the traditional OLS gravity specification has a number of disadvantages and different types of estimator could be used in future work, software permitting. In addition, the impact on FDI of the termination of BITs could be investigated, as sufficient data is becoming available for such an approach. Finally, it is difficult to generalise from the case study analysis undertaken of specific BITs provisions because of the limited number of BITs examined in the thesis. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Lomas, Djamella
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463489 , vital:76413
- Description: This study investigates the impact of international investment agreements, specifically bilateral investment treaties (BITs), on inward Foreign direct investment (FDI) in recipient developing countries and the implications of such agreements for development policy. The study estimates a log-linear gravity model based on a unique dataset created to investigate whether the presence of BITs has a positive impact on inward FDI stock in 36 developing countries. The selection of countries attempts to capture a set of bilateral relationships that accounts for a significant proportion of inward FDI in developing countries. To test the hypothesis that signing BITs has a positive effect on inward FDI in developing countries it was necessary that all recipient countries be developing economies. However, investor countries are both developed and developing economies. Therefore, each bilateral FDI relationship is either between a developing recipient and developed investor country or between a developing recipient and developing investor country. For each recipient country, FDI stock data from investor countries for 2019 was obtained from the ITC’s Investment Map database (ITC, 2022). This yielded 1009 bilateral FDI relationships (observations for the dependent variable) after removing pairs for which certain explanatory variable data was not available. For the gravity model, GDP data was collected from the World Bank’s World Development Indicators Database (World Bank, 2023a), while the other traditional gravity variables were collected from the CEPII GeoDist Database (CEPII, 2011). Alongside the gravity variables, the study employs three additional control variables (two macroeconomic and one institutional) in certain specifications of the basic model, namely the exchange rate, inflation rate and an index of political stability. Data for the three additional variables was sourced from the IMF’s World Economic Outlook Database (IMF, 2022) for the macroeconomic variables and the World Bank’s Worldwide Governance Indicators Database (World Bank, 2023b) in the case of the political stability index. To examine the key question of the impact of BITs on bilateral FDI, a number of BITs dummy variables are created to investigate, firstly, whether having signed a BIT impacts on FDI in developing countries and, secondly, whether having a BIT in force significantly impacts on FDI in developing countries. Thereafter, in each case, dummy variables are created to investigate whether there is a significant difference between the impact on FDI of having a BIT signed or in force between a developed and developing country specifically, and having a BIT signed or in force between two developing countries. In order to examine the implications for development policy, the thesis analyses case studies of selected BITs between developed and developing economies, as well as those between developing economies. The texts of the BIT documents were obtained from the UNCTAD Investment Policy Hub Database (UNCTAD, 2023b). The results of the study reveal that, on average, signing and/or having a BIT in force has a significant positive impact on the inward FDI stock of the recipient developing country from the outward investor country. This positive impact is found to be even stronger in the case of BITs between developed and developing countries. However, there is no significant impact on inward FDI for BITs signed between two developing countries. The study finds that GDP of the recipient and investor country, existence of a common official language and the distance between countries all have a significant impact on FDI in the recipient developing country, and are signed as expected in the gravity literature. The existence of a common border is weakly significant in some specifications of the basic model and not significant in others. The additional control variables are all significant and signed as expected in the literature. The study contributes to the literature by distinguishing, not only between the impact of BITs signed versus BITs in force on inward FDI in developing countries, but also by distinguishing between the impact of BITs on FDI when the partners are developed and developing countries versus when both partners are developing countries. The study also finds that, in an effort to attract FDI, developing countries have signed BITs which carry obligations that extend significant protection measures to foreign investors. However, such protections are offered at the expense of sovereign interests. The study finds that this has served to significantly reduce the policy space available for developing countries to attract FDI that is aligned to their sustainable development needs. The limitations of the study are as follows. The gravity specification is cross-sectional, and a panel data approach could be recommended for future work. Furthermore, the traditional OLS gravity specification has a number of disadvantages and different types of estimator could be used in future work, software permitting. In addition, the impact on FDI of the termination of BITs could be investigated, as sufficient data is becoming available for such an approach. Finally, it is difficult to generalise from the case study analysis undertaken of specific BITs provisions because of the limited number of BITs examined in the thesis. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11