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Access status: Open Access ,
A systematic assessment of skilled labour migration between cities in South Africa
(University of the Free State, 2023) Mutize, Takudzwa; Visagie, Justin; Turok, Ivan
In recent decades, economic growth theories have increasingly emphasized human capital as a primary driver of national growth, surpassing traditional factors like physical and financial capital. Knowledge, in particular, has emerged as the key catalyst for wealth creation, relegating natural resources and physical labour to secondary roles. This shift in focus has significant implications for urban economic growth, with cities hosting a higher proportion of educated residents experiencing faster growth rates due to positive productivity and innovation externalities. The concentration of highly skilled individuals has led to a winner-takes-all geography, creating stark economic disparities between knowledge-rich 'superstar' cities and deindustrialized 'shrinking' cities. This phenomenon, prevalent in the United States and Europe, underscores the importance of skilled migration within borders for enhancing city productivity and fostering economic growth. In South Africa, where urbanization levels are high, current studies predominantly focus on rural to urban migration, interprovincial movements and other internal mobility trajectories for labour. The thesis addresses a research gap by systematically assessing skilled migration between cities, which has not received attention in the local literature. Utilizing the New Economic Geography theory, New Neoclassical Urban Economics theory, the human capital model and the dual labour market model, the study examines migration patterns, evaluates social mobility impacts and reviews city strategies for attracting and retaining skilled labour. The analysis of intercity migration patterns using the Community Survey 2016 reveals the growing importance of migration between South African cities, predominantly driven by skilled individuals. The study reveals the dynamic interplay between the winners and losers in this migration landscape, emphasizing how certain cities emerge as beneficiaries while others face a drain of skilled labour. Understanding these nuanced patterns is an imperative for policymaking and strategizing to fortify city-level competitiveness and urban development. Using the National Income Dynamic Study data, the thesis delves into the outcomes of skilled labour migration, employing descriptive analysis and sophisticated econometric methods to assess changes in income, wages and employment. The results indicate substantial economic benefits associated with urban migration and challenges conventional expectations regarding high-skilled migrants' pronounced economic advantage for the South African context. While migration to metropolitan areas is traditionally seen as conferring additional economic benefits, the data suggests that urban migration, regardless of the destination, provides substantial economic advantages. This unexpected outcome prompts a re-evaluation of factors influencing economic outcomes, such as labour market dynamics, regional disparities and social and institutional influences. Policy and practical implications underscore the necessity of facilitating urban migration in general, given its consistent bestowal of substantial economic advantages. Irrespective of the urban destination or skill levels, fostering the flow of individuals between cities stands as a powerful contributor to incomes. Nevertheless, prioritizing local economic development and job creation, especially in smaller urban areas, holds promise to reduce dependence on migration for skilled labour, fostering a more equitable distribution of economic development across urban spaces to alleviate the strain on public resources caused by the high influx of migrants into destination cities. The thesis concludes with an analysis of South African metropolitan Integrated Development Plans, revealing a need for greater emphasis on strategies tailored to attract and retain high-skilled migrants. Acknowledging historical inequalities in South Africa, the thesis underscores the contentious nature of high-skilled labour policies. Striking a balance between addressing historical injustices and promoting equity in attracting and retaining high-skilled professionals poses a challenge for policymakers. Finally, the thesis emphasizes the role of municipal administrations in managing migration, highlighting their secondary role in regulation and the importance of collaboration with national and provincial entities. It suggests cost-effective measures for supporting high-skilled labour, such as migration information services.
Access status: Open Access ,
A strategy to enhance enabling learning environment for cyberbullied adolescents in a rural ecology
(University of the Free State, 2024) Olotu, Olukoya Adewale; Beyers, Christa
The study aimed to design a strategy that enhances the learning environment of cyberbullied adolescents in a rural ecology. The researcher found a gap created by a need for emphasis on cyberbullying incidences in rural areas in contrast to previous studies that focused on cyberbullying in urban, cities and metropolitans. The study is theoretically framed by Bronfenbrenner's ecological systems theory of development, Bandura’s Social Learning Theory and Erik Erikson's theory of psychosocial development. The research paradigm is guided by the transformative paradigm, centring on the emancipation of socially marginalised individuals or groups. The study was conducted in two phases, using a mixed methods approach, specifically the explanatory sequential design (ESD), which entails the administration of an initial quantitative phase followed by a detailed qualitative phase. The population comprises 32,219 adolescents based on the national population census of the rural Irepodun-Ifelodun Local Government Area of Ekiti State, Nigeria. Creative Research System Survey Software was employed to calculate the sample size using a confidence level of 95% and a confidence interval of 6.98. The quantitative phase comprised 178 adolescents selected from Junior and Senior High schools, of which 10 were selected in the qualitative phase. The ten adolescents partook in the photovoice and focus group interviews; also, purposive sampling was used to select eight stakeholders who participated in the semi-structured interviews. The quantitative and qualitative data were analysed and integrated; the results confirmed a high prevalence of cyberbullying in the rural learning environment. Also, the findings indicated that the participants (adolescents and stakeholders) demonstrated limited knowledge of cyberbullying. Therefore, there is a need for enlightenment and a campaign against cyberbullying in the rural learning environment and across the state. Implementing the study will empower socially marginalised adolescents to prevent and curb the spread of cyberbullying. The designed strategy will also equip the Ministry of Education in Ekiti State, Nigeria, the society, and the research communities to enhance the learning environment of cyberbullied adolescents in the rural community.
Access status: Open Access ,
Linguistic dynamics in staff and student classroom interactions on the University of the Free State Qwaqwa Campus: "a reflection on the participants' experience of language"
(University of the Free State, 2025) Tsiloane, Mpho Hope; Ngara, Kudzayi; Nyika, Nicolous
The term "language in education" refers to how teachers communicate with learners and the content they teach. Language in education encompasses the use of language as a tool for teaching and learning within the educational system. This encompasses the language of instruction and the understanding of the language of teaching and learning. The language in education concept also encompasses the development of a particular language and the language policies employed by the education department to ensure language inclusivity and multilingualism. Therefore, it is pivotal not to view language within the education system as a means of communication and content delivery, but as a tool aimed at fostering meaningful interactions between the student, the lecturer, and the content. The purpose of this paper is to uncover how the use of English can limit and enhance students' and academic staff members' ability to interact within teaching and learning spaces. It further seeks to map out and reflect on participants' experiences of language and how they reflect power within teaching and learning spaces. The study collected data using online questionnaires that sampled 27 students and 25 academic staff members from the UFS Qwaqwa campus. The study's findings reveal a dual effect that presents language as both an enabler of inclusive interactions and a reinforcer of marginalisation and linguistic inequality. Furthermore, the study revealed how translanguaging can be used to foster positive interactions within teaching and learning spaces. The study is significant because it responds to and addresses the need for multilingual teaching approaches and language inclusivity in higher learning institutions, using the voices of academic staff members and students at the UFS Qwaqwa to reflect on these needs.
Access status: Open Access ,
Language programme evaluation for meaningful english language teaching in diverse township schools: investigating the parameters for more equitable education
(University of the Free State, 2025) Ndou, Ndhivhuwo; du Plessis, Colleen; Makoe, Pinky
The prescribed national Curriculum and Assessment Policy Statement (CAPS) is intended to address the needs of learners at public schools in South Africa on an equitable basis. However, its generic design does not accommodate the diverse learner and teacher profiles. Significant disparities exist in teacher quality, school infrastructure, resources, and the socio-economic contexts of rural, township, and urban schools. Ensuring quality education requires equitable provision of resources and effective teaching practices. Additionally, it requires access to quality English language education since English serves as the medium of instruction for content subjects in most schools and prepares learners for the world of work and higher education. Hence, this study focused on how the English First Additional Language (EFAL) component of CAPS is operationalized in quintile 1 schools located in communities with limited exposure to English. Drawing on Lynch’s (1996) Context Adaptive Model (CAM), which provides a comprehensive multifaceted approach to evaluating language programmes, the researcher evaluated the Grade 10 EFAL school curriculum and its practical implementation through two mini case studies: one at a school in a farm setting and the other at a township art school. This focus stems from the persistent challenges faced by learners and teachers in distinct quintile 1 schools where English proficiency remains an obstacle, despite making academic progress and in some instances attaining good Grade 12 school results. To determine the alignment of policy and practice in ensuring the effective implementation of CAPS, the researcher adopted a qualitative approach within an interpretivist paradigm. Data were gathered through interviews with stakeholders, classroom observations, analysis of student work and a critical appraisal of policy documents. The findings indicate a clear misalignment between the national curriculum and the English language needs of learners and teachers. The curriculum does not adequately address learners’ linguistic and literacy challenges in under-resourced quintile 1 schools. Teachers are also not equipped to implement the curriculum effectively to support language development. Secondly, the study highlights teachers’ inadequate pedagogical content knowledge (PCK) to work with multilingual learners. Translanguaging, which allows learners to use their home languages as a bridge to learning English, is not employed strategically in the two schools. This gap in teaching methodology contributes to the difficulties in fostering English proficiency. Thirdly, the low levels of English competency among Grade 10 learners in the two schools can largely be attributed to a restricted code caused by inadequate exposure to English for academic purposes and serious reading literacy constraints. The combination of these factors indicates a need for targeted interventions to improve English language education in these schools to operationalize the democratic ideal of equitable education. Based on the findings above, this language programme evaluation recommends a revision of the curriculum to accommodate schools in different quintiles and to provide appropriate pedagogies for multilingual language learners. Effective evidence-based reading methodologies should be incorporated to enable reading with understanding across the curriculum. Additionally, robust professional development opportunities for teachers should be made accessible through online learning platforms, enabling them to collaborate with educational experts to increase learners' exposure to English and to implement effective EFAL teaching practices in quintile 1 schools. Furthermore, ongoing monitoring is essential to sustain momentum and ensure continued progress toward equitable English education. This can be done through regular cycles of programme evaluation employing a digitalized learning management system and database.
Access status: Embargo ,
Guidelines for student self-efficacy in the teaching and learning environment of undergraduate Natural Sciences
(University of the Free State, 2020) Vorster De Wet, Petronella Christina; Van Der Merwe, L. J.; Nel, L.
In this thesis, the researcher conducted an in-depth study on student self-efficacy in the teaching and learning environment of undergraduate students in Natural Sciences at the University of the Free State (UFS). This was done with the aim to develop guidelines to improve student self-efficacy. Self-efficacy refers to people’s beliefs in their capabilities to achieve (Bandura 1993). Students with high self-efficacy generally have adequate levels of academic achievement and use more effective learning strategies (Bressington 𝘦𝘵 𝘢𝘭. 2018:48). Self-efficacy theory postulates a bi-directional influence between self-efficacy and achievement (Olivier 𝘦𝘵 𝘢𝘭. 2019:326). The current status of undergraduate student self-efficacy and issues influencing it, was determined. This research originated in response to the recognition of a gap regarding guidelines to improve student self-efficacy. Self-efficacy theory, in conjunction with its determining issues, provided the platform to develop guidelines to improve student self-efficacy to bridge the identified gap. The study used a mixed-methods sequential explanatory research design with a quantitative and qualitative phase. This design answered the research questions within a pragmatist paradigm. The research methods in Phase 1 of the study comprised a literature study, instrument development and a questionnaire, yielding quantitative data. In Phase 2, semi-structured interviews with students and lecturers were conducted, yielding qualitative data. This study generated comprehensive knowledge of issues interrelated with self-efficacy among undergraduate students in Natural Sciences. These interrelated issues were incorporated to develop three guidelines to improve self-efficacy in these students. It also culminated in developing guidelines with emphasis on self-regulated learning, self-regulated motivation, student engagement, student autonomy and future careers in the teaching and learning environment. The guidelines were developed to assist lecturers in supporting the issues that are interrelated with self-efficacy. By implementing guidelines developed in this study to improve self-efficacy in undergraduate students in Natural Sciences, a valuable contribution may be made to the teaching and learning environment. Recommendations for future research in this regard were made.
Access status: Open Access ,
Rural and cultural tourism development focusing on community-based tourism (CBT): the case of Qwaqwa
(University of the Free State, 2024) Mohlakoana, Tlhoriso L.; Botes, Lucius
Rural communities have been finding it more difficult to sustain themselves in recent years due to the migration of large numbers to urban areas searching for more promising livelihoods. Rural areas face many challenges, including unemployment, poverty, lack of services, and other social ills. The unique culture and natural environment of rural areas can be explored through Community-Based Tourism (CBT). The South African government deems tourism as one of the vehicles that can be positively used to uplift rural communities and address the identified challenges these communities face. CBT dictates that the community’s own tourism products found in their area should be involved in tourism development, subsequently deriving the most benefits from tourism initiatives. This study aimed to investigate whether CBT with a cultural emphasis can be used to uplift the rural communities of Qwaqwa in the Eastern Free State. This, firstly, required investigating the best practices to be used by rural communities for their socio-economic development. Secondly, it was necessary to determine the impacts of exposing rural cultures and natural environments to attract economic activity. Thirdly, it was necessary to explore guidelines on how to sustain CBT initiatives. Lastly, an investigation into the roles of different stakeholders in ensuring the sustainability of CBT projects had to be conducted. This study was qualitative in nature and used interview schedules to collect data from households and tourism businesses in Qwaqwa. After the data analysis, it became apparent that the study area did not have many CBT businesses, with many existing businesses requiring significant support. It further became evident that few community members are involved in tourism, subsequently not benefiting from it. As a result, it was recommended that the government, through its different agencies, educate and assist communities with the development of CBT projects.
Access status: Open Access ,
Skills development of technical and vocational education and training (TVET) students: a Letaba TVET College case study, Maake Campus
(University of the Free State, 2025) Thobela, Mmankwana Thomas; Marais, Lochner
Against the backdrop of ongoing national difficulties such as poverty, unemployment, and skills mismatches, this study critically assessed the skills development experiences of students at Letaba TVET College, Maake Campus, South Africa. Significant obstacles persist despite efforts to improve technical and vocational education and training (TVET) outcomes through national initiatives such as the White Paper for Post-School Education and Training and the National Skills Development Strategy (NSDS) III. This qualitative case study used purposive sampling, thematic analysis, and semi-structured interviews to investigate what influences students’ ability to acquire new skills, what they anticipate and encounter throughout their time in school, and how well training programs meet the needs of employers. Findings reveal that severe resource constraints, curriculum misalignment with industry needs, and limited industry-academia collaboration significantly impede effective skills development. Participating students reported a disjunction between theoretical instruction and practical application, leading to inadequate job readiness and reduced employability. Furthermore, external factors such as underfunded institutional support and systemic policy constraints exacerbate these challenges, hindering the capacity of TVET institutions to produce workforce-ready graduates. Although experiential learning and entrepreneurship opportunities were shown to have isolated positive impacts, they were inconsistently implemented, thus failing to systemically transform student outcomes. The study concludes that meaningful improvements require comprehensive reforms, including substantial investment in infrastructure, dynamic curriculum alignment with evolving industry standards, strengthened public-private partnerships, and strategic policy innovations. A proactive integration of technology, enhanced industry exposure through structured internships, and targeted faculty development initiatives are recommended to bridge the gap between education and employment. Addressing these systemic shortcomings is imperative if TVET colleges are to fulfil their potential as catalysts for socio-economic transformation and inclusive development in South Africa. The findings contribute to the growing body of literature advocating for holistic, market-responsive, and inclusive strategies in vocational education reform, particularly within emerging economies navigating the Fourth Industrial Revolution.
Access status: Open Access ,
Analysis of the experiences of young Basotho women migrating from the Leribe district of Northern Lesotho to South Africa
(University of the Free State, 2025) Taineomwangire, John; Marais, Lochner
This research aimed to examine the migration experiences of young Basotho women who migrated from the Leribe district in Northern Lesotho to South Africa. It targeted the factors and motivations behind their migration, the challenges experienced before and during the migration journey, and the socio-economic impacts of migration on them and their communities. The personal stories of these women were recorded using qualitative methods, namely in-depth interviews. It was found that the search for better livelihood opportunities and economic succour and the limited employment opportunities are some of the main triggers leading to women crossing the border to South Africa. However, when they cross the border, they experience several challenges. Racism and xenophobia, exploitation, and precarious work are among the dangers Basotho women face in South Africa. This research also investigated the means by which the women cope with these challenges and the possible role of transnational networks in supporting migration. There is a need to promote specific interventions or policies that will fully establish the kind of programmes or opportunities that are affordable to these young Basotho women in the face of migration.
Access status: Open Access ,
Comparative analysis of traditional and modern houses in Omuthiya Town Council, Namibia
(University of the Free State, 2024) Nghilalulwa, Matheus; Venter, Anita; Mukiga, Alex Kihehere
This mini-dissertation presents the findings of a research study which compares traditional and modern housing using livelihood assets (human, social, natural, physical and financial assets) in the Omuthiya Town Council. The study employed a descriptive study design and a quantitative approach with a literature review focused on the traditional housing before Germany colonised Namibia around the 18th century, during the South African apartheid era, and after Namibia gained independence in 1990. Namibian ethnic groups have their customs and norms regarding how things are done. Before colonisation, traditional housing was built using sustainable natural resources, and during the transformation, those who accepted the Western housing design and lifestyle lost their cultural identity. This study also presents the programmes addressing housing challenges after Namibia gained independence. The study surveyed 64 respondents in Omuthiya town with experience living in modern and traditional housing and aged 18 years old and older. Questionnaire responses were collected on a Likert scale and were analysed to determine each statement’s mean score per asset from the lowest to highest. The score of 4.14 on human assets indicates that modern housing provides better education and quality health care, while the lowest score of 2.06 indicates that modern houses provide fewer cultural opportunities. The score of 4.48 on financial assets represents modern housing with solid economic benefits regarding property value and access to essential utilities such as water and electricity. The score of 1.88 shows that modern housing has a disadvantage in financial cost compared with traditional housing. The score of 4.40 on physical assets indicates good quality infrastructure perceived toward modern housing, such as quality and durability materials used in construction, and the score of 2.16 shows that the physical infrastructure of traditional housing is made of outdated materials compared to modern housing with modern amenities and materials. The score of 3.94 of natural assets indicates that traditional houses are built using environmentally sustainable materials, and the score of 2.90 shows that modern housing has a negative impact on the environment through pollution. The score of 4.14 on social assets had a positive impact on the local economic and job creation, such as housing construction projects. At the same time, a score of 2.75 indicates that traditional housing has a less negative impact on the local economy and job creation.
Access status: Open Access ,
The manufacturing sector in rural and township areas in Umvoti Local Municipality and Umzinyathi District, South Africa
(University of the Free State, 2024) Madonsela, Mduduzi; Marais, J. G. L.
The low investments in the manufacturing sector in the rural and township areas at uMvoti Municipality, uMzinyathi District Municipality represent a thorny issue to the people of uMvoti Municipality and the uMzinyathi District in KwaZulu-Natal, having a dire impact on their socioeconomic well-being. Within the context of uMzinyathi District, KwaZulu-Natal in South Africa, uMzinyathi District, the study looked into more detailed information on how to address the issue of the rural and Township areas and the potential investments therein. The study revealed that rural and township economies are as important as that of the towns and cities and a shortage of investments by the government and the private sector contributes to a high level of unemployment and low activism by the economic participants, which may result in a loss of income and encouraging instability in the country.