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Access status: Open Access ,
The effect of irrigation agriculture on the economy of Limpopo Province, South Africa
(University of the Free State, 2025) Pfunzo, Ramigo; Bahta, Yonas T.; Jordaan, Henry
The development of irrigation systems is strategically used to improve food security and achieve the Sustainable Development Goals (SDGs 2) of ending hunger and poverty with the alignment of the South African National Development Plan (NDP). This study contributes to the construction of the 2017 and 2021 National Social Accounting Matrix (SAM) for South Africa. A 2017 and 2021 National SAM for South Africa incorporates regional accounts. Only in the Limpopo Province of South Africa are agricultural industries, labour, and households captured at the district level. In contrast, the agricultural sector, labour, and household accounts in other provinces remain unchanged. However, the 2021 provincial SAM for Limpopo Province was successfully categorised according to irrigation systems and sources of water use. The irrigation systems were further disaggregated according to the maize industry, with the land account disaggregated according to the sources of water used for maize production. Most of the studies on the impact of electricity price increases found that it negatively impacted the economy in terms of a decline in GDP and an increase in unemployment. Different empirical studies reported that affordability is a big concern due to the high total cost of production and increases in the market prices for commodities. The study on the impact of electricity tariff increases on provincial and district agricultural sectors was successfully evaluated using the cost-push-price model. The modelling studies significantly contributed to evaluating various irrigation systems using SAM-based modelling and water sources for crop production, such as maize in the arid and semi-arid conditions of Limpopo Province. The Social Accounting Matrix (SAM) aimed to improve the database’s quality for modelling, including, but not limited to, policy analysis, multiplier analysis, price analysis, and Computable General Equilibrium (CGE). Most of the studies on the impact of electricity price increases had a negative impact on the economy in terms of a decline in GDP and an increase in unemployment. These studies further reported that affordability is a big concern due to the high total cost of production and increases in the market prices for commodities. Researchers rarely empirically assess the impact of electricity tariff increases on provincial and district agricultural sectors. Thus, another significant contribution was to evaluate the price of electricity increases according to irrigation and rainfed agricultural industries. In addition, the study also contributed by categorising electricity according to distribution and production. The studies on irrigation techniques and water uses in the maize industry reported that the drip irrigation system was found to consume more groundwater and obtain yield and net profit with a reduced application. Most of the studies applied statistical analysis such as ANOVA (Analysis of Variance). However, no studies have directly computed in detail various irrigation systems by the source of water used in crop production, such as maize in the arid and semi-arid conditions of Limpopo Province, using Social Accounting Matrix (SAM) based modelling. The modelling studies would significantly contribute to evaluating various irrigation systems by using sources of water for crop production, such as maize in arid and semi-arid conditions of Limpopo Province, using SAM-based modelling. The main objective of the study was to evaluate the effect of irrigation agriculture on the economy of Limpopo Province, South Africa. The first SAM multiplier analysis showed that output multiplier effects were more significant for rainfed agriculture than irrigation agriculture. However, irrigation agriculture had the highest institutional income, land return, and value-added multiplier compared to rainfed agriculture. The type of crop did not influence the findings, with irrigation consuming more input per unit of output. The results implied that innovative technology practices would improve water efficiency and increase the financial advantage of farmers while minimising environmental burdens. The second analysis from the SAM price model showed that the cost of production for rainfed agriculture is much higher than that of irrigation agriculture in all regions of South Africa. Limpopo and Northern Cape provinces of South Africa had the highest costs of production increases for irrigation agriculture compared to other provinces. The policy implication of expanding the electricity sector will not only boost the agricultural sector in one region/province but will also increase output in other regions/provinces of the economy. The increase in electricity prices and the shortage of electricity provide an incentive for agricultural industries to invest in appropriate mitigation strategies, such as renewable energy sources. The third analysis from poverty indices concluded that irrigation is more advantageous in alleviating poverty than non-irrigation in Limpopo Province. The findings imply that investment in irrigation infrastructure is critical for enhancing irrigation access for many financially disadvantaged farmers. Therefore, increasing productivity is essential by investing in irrigation and ensuring farmers have full access to credit facilities. The third analysis from the 2021 provincial SAM for Limpopo Province reported that micro and drip irrigation systems had the largest output multiplier effect. This implies that these irrigation systems play a significant role in increasing maize output, saving water, and improving food security, further allowing farmers to adopt these irrigation systems. However, pivot, sprinkler, drip, and micro-irrigation generate less value added and institutional incomes than other irrigation systems such as canal, flood, and coupling line irrigations. This implies that to enhance the value addition of pivot irrigation, farmers should significantly restrict water application to farms with reduced hectares to maximise profit. Water schemes and groundwater had the highest farm return on maize in the province. The study concludes that the groundwater and water schemes play a significant role in growing and sustaining maize and other agricultural industries to reduce food insecurity. The government should consider introducing financial incentives to farmers currently experiencing challenges installing irrigation systems and borehole water on farms. Therefore, investment in irrigation infrastructure for these systems would improve affordability and accessibility for all farmers and further create better incomes. The findings may not be applicable to other South African provinces due to regional variations in climate, resources, and agricultural practices. The environmental impact of irrigation, particularly water scarcity, is not explicitly addressed in terms of sustainability concerns. The study emphasises innovative technologies without acknowledging potential limitations in access or affordability for farmers lacking technology. The sole focus on profitability might overlook broader social or environmental considerations. Water scarcity was the most limiting factor due to climate change. However, improving water availability is required by implementing technologies to improve water management for sustainable agricultural production. Future research should consider disaggregating agriculture according to different crops to evaluate the economic impact of irrigation and rainfall at the regional level. The data should display racial and gender group classifications of households. The SAM did not include all districts in South Africa; therefore, researchers, academia, and stakeholders must consider focusing on other districts and possibly adding other accounts (sectors) from local municipalities. Further research is needed to compare the long-term economic, social, and environmental impacts of irrigation and rainfed agriculture in Limpopo by extending the SAM model to capture the environmental impact of irrigation on water resources and assessing the social equity implications of irrigation, including access to water and land for small-scale farmers.
Access status: Open Access ,
Student self-employment in South Africa: a triple-helix-model, entrepreneurial competence and social support perspective
(University of the Free State, 2023) Parkies, Reabetswe Gladys; Rukuni, Tarisai; Koloba, Habofanwe
Getting graduates employed has become a daunting task for most parts of the world. This reality has made progressive economies use student self-employment as a strategy to fight unemployment. South Africa has struggled to capitalise on student self-employment due to a lower supportive environment for entrepreneurship. Consequently, this has drawn interest in understanding the role of the triple helix model and social support towards student self-employment. It is against this backdrop that the current study aimed to develop a multi-tiered student self-employment ecosystem model through evaluating student perceptions of university initiatives, entrepreneurial competence, industry support, government support and social support towards student self-employment; measuring the effect of university initiatives on student self-employment; measuring the effect of social support on entrepreneurial competence; establishing the mediation effect of entrepreneurial competence, industry support and government support on the relationship between university initiatives and student self-employment; and investigating the moderated mediation effect of social support on the relationship between university initiatives and student self-employment through entrepreneurial competence, industry support and government support in South Africa. A positivist research paradigm was applied through the use of a quantitative descriptive research methodology. Data were collected through a questionnaire from a convenience sample of 375 self-employed South African university students. SmartPLS 4 was used to analyse data through descriptive analysis, structural equation modelling, mediation and moderation analyses. The study concluded that students had low perceptions of university initiatives, industry support, and government support, while they had moderate perceptions of entrepreneurial competence and social support towards student self-employment; university initiatives did not have a statistically significant effect on student self-employment in the presence of mediators (entrepreneurial competence, industry support and government support); social support had a statistically significant positive effect on entrepreneurial competence; entrepreneurial competence (interpersonal generic competence), industry support and government fully mediates the relationship between university initiatives and student self-employment; and social support did not have a statistically significant moderated mediation effect on the relationship between university initiatives and student self-employment through entrepreneurial competence, industry support and government support in South Africa. This has major implications for theory and practice leading to the development of the student self-employment ecosystem model.
Access status: Open Access ,
The lived childhood experiences of incarcerated male sex offenders
(University of the Free State, 2024) Ntlatlane, Prudance Kgaladi; Taylor, H.W.
This study was motivated by the high rates and public outcry of gender-based violence (GBV) in South Africa, particularly sexual violence. There have been policies and interventions by the government and other stakeholders to curb the rate of GBV in South Africa. The interventions mainly focus on protecting the victims of GBV, particularly women and children. However, the rates of GBV, predominantly sex offences, continue to increase. The perpetrators of GBV and sexual violence are mostly not included in the interventions and policies. Research also focuses on the victims of sexual violence and not the perpetrators, which is problematic as it does not provide a clear understanding of sexual violence in South Africa, resulting in the same and redundant strategies to curb sexual violence. Developmental psychological theories highlight that various childhood factors and experiences influence behaviour in adulthood. Males are identified as perpetrators and are incarcerated for sexual offences in South Africa. However, there is limited research on sex offenders and the influences of childhood experiences on sex offences amongst males. This research, therefore, aimed to understand the lived childhood experiences of incarcerated male sex offenders in South Africa. The study adopted a qualitative approach and was guided by the phenomenological and multiple case study approach to understand the lived childhood experiences of sex offenders. Purposive sampling was used to recruit 10 participants from the Mangaung and Grootvlei correctional centres. A semi-structured interview was used to collect data. The interpretative phenomenological analysis (IPA) was used to analyse the data. The findings of the study found that lived childhood experiences play a role in the perpetration of sexual offences later in life. The findings also found that sex offenders experience negative experiences more than positive experiences during childhood, influencing the perpetration of sexual offences.
Access status: Open Access ,
Exploring the influence of family structure on the well-being of learners in rural schools during the COVID-19
(University of the Free State, 2024) Mbhele, Thobeka Angel; Mukuna, K.R.
This study investigates the influence of family structure on the well-being of learners in rural schools during COVID-19. It determines the factors influencing family structure in learners’ well-being in rural schools during COVID-19. It further explores the challenges the family structure encountered in improving learners’ well-being in rural schools during COVID-19 and identifies strategies to overcome these challenges on learners' well-being during COVID-19. There is limited research examining factors on the influence of family structure on the well-being of learners in rural areas. Most literature is international studies and does not focus on rural areas or delineate the effect of family structures on the well-being of learners. Thus, this study adopts a qualitative approach through a multiple case-study design. It employs an interpretive paradigm. Data were collected through including semi-structured interviews and observation. This study used purposive and convenience techniques to select four high school learners from grades 9, 10, and 11 and four high school teachers. Both teachers and learners are from two schools. Teachers’ teaching experiences were considered in this study. It was conducted in the uThukela district, KwaZulu-Natal province, South Africa. Data were analysed through narrative analysis. The results showed that family structure affects learners’ well-being and causes poor academic performance and disruptive behaviours. It further affected learner’s mental health. The study found that most learners from single-parent families, nuclear families, and grand-parent families experienced difficulties at home based on parenting style, family income, and support structure. The results suggested forming a basis for different stakeholders to assist the learners in coping with the challenges emanating from their family structure backgrounds. This study recommended that the government develop counselling, self-awareness, and tutorial programmes in schools for learners who cannot afford basic needs and should be provided with food, clothes, and learning materials.
Access status: Open Access ,
Mitigating the COVID-19-induced learning loss in reading in rural English FAL Grade 10 classrooms: a free voluntary reading approach
(University of the Free State, 2024) Mojaki, Mojaki Gilbert; Ngubane, Nomalungelo
Although the global Coronavirus pandemic (COVID-19) seems to have passed and gone, its rippling effects still echo in the domains of education, especially in South Africa. Globally, the pandemic led to a total shutdown of schools in 2020 and the adoption of remote online teaching and learning pedagogies. While some learners in different parts of the world may have benefited from these interventions, most learners in rural areas of South Africa were left behind owing to various factors, including a lack of remote learning resources and infrastructure. As a result, most learners in rural schools suffered learning loss during COVID-19. Language skills such as reading were severely affected. Using the Participatory Action Learning and Action Research (PALAR) methodology, this qualitative study explored the use of the Free Voluntary Reading (FVR) approach to mitigate the COVID-19-induced learning loss in reading among Grade 10 English FAL learners in one rural school in the Free State province, South Africa. The Input Hypothesis Theory underpins the study (Krashen, 1981). Two Grade 10 English FAL teachers and ten Grade 10 English FAL learners purposively participated in this case study. The data collected through semi-structured interviews, focus group discussions, and classroom observations were analysed using a reflexive thematic analysis approach. The main findings revealed that the FVR was implemented successfully to mitigate COVID-19 induced learning loss in reading in rural English FAL Grade 10 classrooms. Evidence for successful implementation points to increased confidence to read, increased motivation to read for pleasure, reading with comprehension, increased imaginative abilities, and expanded vocabulary. The lack of books, a non-functional library, and a neglected reading period were some of the major challenges. The study recommends the inclusion of a reading period in the timetable and the restoration of school libraries to ensure the successful implementation of reading interventions. Guided by these findings, the study developed a model for implementing FVR in English language classrooms in South Africa and beyond.
Access status: Open Access ,
The teaching and learning of Literature in the Grade 10 English First Additional Language classrooms in Limpopo Province
(University of the Free State, 2024) Mashao, Peter; Khosa, M.
Teaching literature in the English First Additional Language (EFAL) classroom is important for widening students’ vocabulary and providing opportunities to strengthen their language skills. Moreover, teaching literature for the said purpose requires expert teachers to encourage and motivate learners to read and engage in meaningful discussions to comprehend what is read. However, research on the teaching and learning of EFAL literature has shown that various factors contribute to the challenges of teaching and learning literature in the EFAL classroom. This study investigated the challenges of teaching and learning literature in the Grade 10 EFAL classroom. A qualitative research approach was used to collect and analyse data gathered through observations and interviews with teachers and learners. The data collected was analysed by using thematic analysis. The findings revealed that the following factors contributed to the challenges experienced in teaching and learning literature in the EFAL classroom: overcrowding, lack of teaching and learning material, reading problems, lack of interest in reading, learner progression, language barriers, reluctance to attend extra classes, and difficulties in analysing texts. Based on these findings, it is concluded that teaching and learning literature in the EFAL classroom will likely remain a challenge if the factors identified above are not promptly addressed. Hence, it is recommended that the educational authorities provide teachers with practical training workshops to help them apply their roles as teachers to overcome challenges in the circle of their influence. This study will contribute knowledge in terms of helping teachers improve their instruction of literature in the EFAL Grade 10 classroom for the benefit of EFAL learners across the grades in South Africa.
Access status: Open Access ,
A strategy to enhance management for sustainable curriculum practices in Grade 11 Accounting
(University of the Free State, 2023) Mphatsoane, Lineo; Tshelane, M. D.; Larey, D. P.
This study aimed to identify a strategy to enhance the management of sustainable curriculum practices in Grade 11 Accounting. This strategy contributes to the body of knowledge by addressing existing gaps in accounting curriculum practices and improving learner performance. The objectives were to determine the nature and scope of management for sustainable curriculum practices in accounting classrooms, to establish the perceptions of accounting curriculum managers in Lesotho secondary schools regarding these practices, and to propose a strategy to enhance the management of sustainable curriculum practices. Findings revealed several challenges within accounting education in Lesotho, including a lack of qualified teachers, inadequate teaching and learning resources, and insufficient pedagogical content knowledge. These challenges have contributed to poor learner outcomes, particularly in Grade 11. The study showed that most accounting teachers are not fully qualified and prepared, which impacts the effectiveness of teaching, learning, and assessment practices. Furthermore, the current curriculum lacks alignment with modern technological advancements and pedagogical approaches that would support 21st-century learning needs. The study was guided by the Critical Curriculum Management Theory (CCMT) and Critical Accounting Research (CAR) frameworks, both promoting ongoing reflection and transformational action to improve curriculum practices. One of the core findings highlighted the need for proper pedagogical training and the utilisation of technology in accounting education to better prepare learners for future academic and professional endeavours. Moreover, the study found that principals, heads of departments, and teachers worked collaboratively to maintain and enhance curriculum practices despite limited resources. This collaboration formed a "collective pedagogy" that addressed key challenges but required external support for long-term sustainability. A qualitative research design within the interpretive paradigm was employed using semi-structured interviews, lesson observations, and document analysis to gather data. Thematic analysis of the data identified themes such as inadequate professional development, a lack of curriculum alignment with 4IR skills, and the need for more substantial managerial support. The strategy or model proposed in this study emphasises professional development, resource provision, and managerial collaboration as critical components for enhancing sustainable curriculum practices in accounting classrooms. Ultimately, the findings underscore the necessity of reforming accounting curriculum practices to foster improved learner performance and ensure that accounting education in Lesotho remains relevant and effective.
Access status: Open Access ,
Preparing learners for higher education success through individualised home education in South Africa: a narrative research study
(University of the Free State, 2024) Morkel, Jacqueline; Wahl, W. P.
The South African education system is currently severely criticised for failing to adequately prepare learners for higher education, leading to high dropout rates and unfulfilled potential. Previous research has indicated how this challenge could be addressed through educational reform – on multiple levels of the educational system – and how to support underprepared higher education students to achieve success. However, what is not known is how a home education environment could prepare students for higher education success in the context of a developing country like South Africa. The purpose of this study is to create a deeper understanding of how a specific approach to home education, i.e., individualised home education, could effectively prepare learners for higher education success. As a qualitative research study from an interpretive perspective, this study used narrative inquiry method to achieve the above mentioned purpose. Snowball sampling was utilised to obtain adults who firstly have successfully completed their undergraduate studies at a public South African university, in the minimum residential period allowed for each of the participant’s respective degree programmes. Secondly, it was important that these families applied an individualised home education approach. Semi-structured serial interviews were conducted in order to gather rich and meaningful data. A total of twenty-one interviews were conducted of which fifteen interviews were transcribed. The data presented in this study included the first round interviews of seven home educated adults and five home education parents with two sets of siblings being interviewed. The second round of semi-structured interviews involved seven participants, i.e., four homeschooled students and three parents. A thematic data analysis process was used to analyse the data. The data presented four themes which describe individualised home education pertaining to higher education success: (1) milieu, (2) learning, (3) life skills and (4) quality interactions. The data indicated specific aspects for each of these elements. These aspects created a nuanced understanding of the home education environment that successfully prepared students for higher education success in later years. The research results were then compared with student engagement as a theoretical frameworks for higher education success. This comparison between the research results (at earlier education phases) and student engagement, provided correlations between the data and student engagement mechanisms: Affective-, Behavioural-, Cognitive-, Critical-, Political- and Socio-cultural student engagement. The results showed that individualised home education was highly effective in incorporating student engagement strategies, which was adapted throughout developmental phases, and how this education philosophy successfully prepared learners for higher education success, because it effectively facilitated learner engagement at the Primary and Secondary level. This research study provides deep insights, in an empirically grounded way, about the value of home education – especially individualised home education – and how it could prepare learners for post-secondary success.
Access status: Open Access ,
Case studies on South African preservice teachers’ experience of blended learning in technology education
(University of the Free State, 2025) Mobara-Links, Zaynab; Jita, T.
This research explores the perceptions, understanding, engagement, and experiences of third-year Technology Education preservice teachers who participated in a blended learning approach at a South African higher education institution. Their perceptions and experiences play an important role in uncovering the effectiveness of the approach in a practical-based subject. The study analysed the literature on Technology Education, blended learning, and information and communications technology (ICTs), to understand the factors influencing the effective implementation of blended learning approaches. The blended learning approach employed combined face-to-face and online teaching and learning, as well as a portfolio of research evidence to enhance preservice teachers’ engagement in the learning outcomes. The study used a multiple-case study designs as the research design. Furthermore, the Technology Acceptance Model and the Community of Inquiry framework were used as the theoretical frameworks. Data were collected through a survey, document analysis, and open-ended interview questions. The data were analysed using descriptive and thematic analysis methods. The results showed that preservice teachers had a positive perception of the blended learning approach employed and reported various benefits, including increased creativity, increased collaboration and problem-solving, and active engagement in hands-on experiences. The study also identified the challenges of the blended learning approach, such as limited time, limited access to applicable resources and venues, and some limited knowledge on where to gain additional information. The study concludes by theorizing a conceptual framework developed from the findings and recommends that blended learning is one promising teaching and learning approach for Technology Education preservice teachers in a South African higher education institution.
Access status: Open Access ,
Case studies of instructional leadership for the Life Sciences in two South African schools
(University of the Free State, 2024) Madonsela, Thobile Perseverance; Jita, L. C.; Badmus, O. T.
Globally, learner-achievement was prioritised in the past to enhance school reform efforts. Consequently, this led to Instructional Leadership being viewed as the key strategy for improving the quality of teaching and learning as a long-term trajectory for whole-school school improvement. Although Instructional Leadership is seen as a critical component to effectively enhance teaching and learning in schools, studies in this area of education generally speak to the correlation between management, instruction, and learning; but they do not directly address subject-specific Instructional Leadership - hence, the significance of this study. In acknowledging that scholars in the area of educational leadership have not strongly linked their studies to particular school subjects, it was realised that the existence of instructional problems may be sidelined; hence, subject-specific Instructional Leadership need to be prioritised. Consequently, this study explored the area of Instructional Leadership for the Life Sciences as enacted in South African schools. Findings from this study revealed that Instructional Leadership played a crucial role in sustaining school improvement. In addition, the findings indicated that for subject-specific Instructional Leadership in schools to improve, instructional leaders need to be professionally developed to understand the concept of IL, the subject (Life Sciences), and the practices that promote effective teaching and learning of the subject.