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Access status: Open Access ,
An exploration of LGBTQIA⁺ university students’ lived experience of intimate partner violence in South Africa
(University of the Free State, 2024) Ramavhoya, Mavhungu Jodale; Du Plessis, E. D.
The global pandemic of intimate partner violence (IPV) is a growing issue in South Africa. Despite its prevalence and adverse health consequences, the effects of IPV remain poorly documented and understood, especially among the lesbian, gay, bisexual, transgender, queer, intersex and plus (LGBTQIA⁺) student community. In addressing this paucity, this study explored how LGBTQIA⁺ university students who experienced IPV made sense of their experiences. Six in-depth interviews were conducted and analysed using interpretative phenomenological analysis (IPA). Three superordinate themes were identified. The first superordinate theme, namely being trapped in the relationship, comprised five subordinate themes, which described barriers that kept them feeling trapped and prevented them from leaving the abusive relationship. Picking up the pieces was the second superordinate theme, which described the process of healing and moving on and comprised three subordinate themes detailing this process. The final theme, shaken foundations, described the sense of betrayal of trust that the LGBTQIA⁺ university students experienced. Findings from the current study highlight individual and institutional barriers that make the victims of IPV deal with the issue in silence and isolation. There is a need for gender transformative efforts from those rendering services and the larger society as this might show support and raise awareness on the seriousness of IPV in LGBTQIA⁺ relationship in South Africa, and may lead to programs promoting IPV prevention in South Africa and globally.
Access status: Open Access ,
Challenges in access to identification documentation and protection services for Unaccompanied Minors and Undocumented Children
(University of the Free State, 2023) Monare, Tithuso Confidence; Ncube, A.; Joubert, M.
In South Africa, children's access to identification documentation is crucial for their meaningful existence and realization of rights. However, unaccompanied minors and undocumented children face significant challenges in obtaining such documentation, risking statelessness and violating constitutional and children's rights. This qualitative study explored the factors within the Departments of Home Affairs, Education, and Social Development in the Mangaung Metropolitan Municipality that hinder access to identification documentation, care and protection services for them. Forty-seven participants were purposefully sampled, comprising frontline officials and managers. Through questionnaires and interviews, the study explored obstacles and proposed interventions, particularly focusing on quintiles 1 and 2 within the education sector, as well as frontline officials and managers in the Department of Social Development and Department of Home Affairs. The findings reveal complex challenges across departments, including legislative and policy gaps, complicated processes, and financial burdens. The withdrawal of Circular 1 of 2019 from the Department of Basic Education emphasises the need for systemic reforms. The socio-ecological model clarifies vulnerability at various levels, exacerbated by discriminatory immigration laws and inadequate government responses. Weaknesses in the SA-SAMS system, birth registration processes, DNA testing requirements, and capacity gaps in child protection services further complicate the situation. The study emphasizes the urgency of intersectoral collaboration and disaster response efforts to address the multifaceted challenges faced by unaccompanied minors and undocumented children. It calls for the Department of Social Development to enhance capacity and lead cross-border coordination mechanisms, ensuring protection and support for these vulnerable children.
Access status: Open Access ,
Psychometric properties of the Prison Adjustment Questionnaire (PAQ) amongst male incarcerated offenders in South African correctional centres
(University of the Free State, 2024) Pretorius, Sheree Elizabeth; Jordaan, Jacques; Esterhuyse, Karel
Correctional adjustment is crucial for incarcerated offenders. Effective adjustment within a correctional environment is essential for rehabilitation, managing emotional outbursts and withdrawal, and reducing violent conflicts and disciplinary infractions. Additionally, successful adjustment is critical in facilitating a smooth transition back into society, serving as a predictive factor for reducing recidivism after release. Traditionally, classification has been vital in the initial placement of offenders into correctional centres and the assessment of transfers. Through his research, Wright (1983) aimed to develop innovative classification procedures to help administrators accurately assign incarcerated offenders to appropriate correctional centres. The knowledge derived from understanding adjustment patterns enabled Wright to propose new approaches for placing incarcerated offenders in the correctional environment and led to the development of the Prison Adjustment Questionnaire (PAQ). The PAQ was developed to evaluate the comparative correctional adjustment of incarcerated offenders within the correctional environment contrary to the public while also evaluating discomfort with incarceration across several dimensions. This study aimed to investigate the psychometric properties of the PAQ on a sample of South African incarcerated male and female offenders. The study also aimed to investigate the validity, factor structure, and reliability of the PAQ on a sample of South African incarcerated offenders. Within this research study, 814 South African incarcerated offenders were randomly selected using the systematic random sampling technique, which is a probability sampling method. The sample of this study included 787 literate male incarcerated offenders and 27 literate female offenders. However, due to the challenges faced by the researcher in obtaining sufficient participation from female offenders, the sample of female offenders was excluded from the study. Thus, the sample of this research study included participants who were proficient in English, could read and write, were over the age of 21 years, had a literacy level above Grade 6 and were not waiting on parole. The results of the Exploratory Factor Analysis (EFA) through SPSS and Mplus, as well as the Confirmatory Factor Analysis through Mplus, indicated that an alternative two-factor model for South African male incarcerated offenders had an acceptable model fit. This two-factor model included two subscales, Behavioural Adjustment and Emotional Adjustment, offering valuable insights into the underlying structure of the PAQ within this specific population. The model provided a robust framework for analysing the PAQ within this sample, offering a nuanced understanding of the psychological profiles of male offenders and enhancing the utility of the measurement scale in applied settings. Additionally, the study provided strong evidence for both the concurrent and discriminant validity of the PAQ, reinforcing its robustness and reliability as a measurement scale for measuring correctional adjustment. Cronbach’s alpha coefficient (?) and McDonald’s omega coefficient (?) were calculated to indicate the internal consistencies of the two identified factors. The PAQ displayed an acceptable level of internal consistency within this research study.
Access status: Open Access ,
An exploration of ethnomathematical approaches in the teaching and learning of Grade 6 Geometry
(University of the Free State, 2024) Poo, Freda Mmapula; Mosimege, M.D.
This study aimed to explore ethnomathematical approaches in the teaching and learning grade 6 geometry. The study was prompted by alarming learner performance trends on national assessments and international evaluations, such as Trends in International Mathematics and Science Study (TIMSS). Results from these assessments, including the national assessment Diagnostic Report (DBE, 2014), revealed a persistent pattern of underachievement in geometry among learners, demonstrating a critical need for targeted support and an innovative approach to enhance teaching and learning in this content area. Scholars such as Abiam, Abonyi, Ugama and Okafor (2016) and Nkopodi and Mosimege (2009) identified that the high failure rate among learners might be due to methods used by teachers, teachers’ inability to connect learners learning to cultural experiences, teachers limited knowledge of ethnomathematical approaches and how to integrate them into the teaching of geometry. In answering the research question: How can ethnomathematical approaches be explored in the teaching and learning Grade 6 geometry? The study explored: (1) Grade 6 teachers' understanding and experience of ethnomathematical approaches, examining their ability to integrate cultural practices into geometry instruction. (2) Grade 6 learners’ familiarity with Ndebele cultural artefacts as teaching and learning resources, assessing their knowledge of the embedded mathematical concepts and their cultural significance (3). Women Knowledge Holders’ expertise as custodians and designers of Ndebele cultural artefacts, uncovering their intuitive mathematical knowledge, its application in crafting the cultural artefacts, and most importantly, their collaboration with teachers in implementing ethnomathematical approaches. Vygotsky’s theory of socio-cultural learning guided the study. A qualitative ethnographic design was employed. Two sampling procedures were used to select participants. Purposive sampling was used to intentionally choose teachers and learners with expertise and experience to answer the research questions, and convenience sampling was used to recruit Women Knowledge Holders who were readily available and willing to contribute their insights. The study engaged 24 participants, representing three groups: five Grade 6 teachers, 10 Grade 6 learners and nine Women Knowledge Holders. Data analysis was done through thematic analysis. The findings revealed that the teachers interviewed lack knowledge of ethnomathematical approaches, Women Knowledge Holders can forster deeper connections between learners’ culture and mathematics. It was also found that Women Knowledge Holders did not recognise their cultural crafting practices as mathematical endeavors. The study recommended teacher trainings on ethnomathematical approaches, partnership and collaboration with Women Knowledge Holders, acknowledging, recording and preserving their mathematical contributions. Future research should focus on developing a culturally relevant mathematics framework with particular reference to Ndebele culture so that teachers can explore and understand the relationship between Ndebele culture, mathematics, teaching and learning, facilitating the implementation of ethnomathematical approaches.
Access status: Open Access ,
Exploring the roles of school governing bodies in the management of school finances in Limpopo Province
(University of the Free State, 2024) Mmako, Emanuel Tebogo; Mafora, P.
The study explored the role of school governing bodies (SGBs) in managing school finances in Limpopo, focusing on concerns that cases of SGB dysfunctionality continue to be referred to the Department of Basic Education (DBE) and Provincial Education Departments (PED). This suggests a longstanding failure to achieve value for money in schools. The research was framed using the principal-agent (P-A) theory and adopted a constructivist ontological worldview. An interpretive paradigm was used to construct the social reality of the research problem. Data was collected from SGBs of five public ordinary schools in the Capricorn South District, Limpopo. The selection included three no-fee schools and two fee-paying schools to provide a broad perspective. A case study approach was adopted, and thematic analysis was applied to data from financial document reviews, observations, interviews, and focus groups. The study identified several factors influencing school fiscal management, including both internal and external stakeholders. Findings revealed gaps in knowledge of applicable legislation, especially in no-fee schools, the appointment of ineligible independent reviewers for financial statements, unethical practices by senior state officials, and issues with external auditors. These challenges contribute to inefficiencies in SGB fiscal management. In response to these findings, the study recommends several interventions: the creation of a resolute SGB capacity-building directorate, implementation of robust training programs, a review of the eligibility criteria for independent financial reviewers, and enforcement of accountability measures for officials engaging in unethical conduct. These recommendations aim to enhance SGB effectiveness in managing school finances, ensuring better outcomes for schools, especially in poorer communities.
Access status: Open Access ,
Exploring the effect of chess games to improve performance of Senior Phase learners in Mathematics
(University of the Free State, 2024) Mathe, Evelyne Gohelane; Mosimege, M.
Studies have been carried out on the influence of chess games on the performance of learners in mathematics. This study aimed to explore the impact of chess games on learners' mathematics understanding in the Senior Phase, learners’ engagement in chess lessons and how knowledge gained in these games helps them to transfer to solving mathematics problems. The participants in this study were the Senior Phase mathematics learners. This study was informed by the phenological research design. The literature revealed that learners’ engagement in chess games led to an improvement in developing problem-solving skills with mathematics problems, which is more prevalent in those grades. The researcher adopted the constructivist theory and interpretivism research paradigm. Data were collected from 17 Grade 7 learners using semi-structured interviews, video recordings and observation sheets. Interview forms were distributed to the learners to determine their engagement during chess games. The research specifically explored how learners compete against one another as they engage in chess games. The learners were observed on how they move chess pieces. The qualitative research was utilised, and data was analysed using thematic analysis. The research findings revealed a positive influence of chess games on the transferability of knowledge gained by learners in solving mathematics problems. Recommendation is that chess games should be used to enhance the teaching of mathematical concepts such as number patterns. Chess games have patterns which learners can also apply in understanding number patterns in mathematics as stipulated in CAPS document.
Access status: Open Access ,
Protecting the rights of children in conflict with the law in South Africa: the law versus the practice
(University of the Free State, 2024) Leeuw, Tembisa; Mubangizi, John
This study examines the protection of children's rights in conflict with the law in South Africa, highlighting the discrepancies between legal provisions and practical implementation. It acknowledges that children, defined as individuals under 18, possess varying degrees of cognitive maturity and are often influenced by their environments, which may lead to unlawful behaviour. Despite constitutional guarantees and international standards aimed at safeguarding their rights, significant challenges remain in their treatment within Child and Youth Care Centres (CYCCs). The research explores historical contexts, the evolution of child justice policies, and the conditions faced by children in detention, emphasising the need for humane treatment and rehabilitation. It investigates the roles of various stakeholders, including Child and Youth Care Workers (CYCWs), in ensuring that children's rights are honoured and their developmental needs are met. Through a critical analysis of existing frameworks and practices, this study aims to identify gaps and propose recommendations for enhancing the protection and rehabilitation of children in conflict with the law, ultimately advocating for a more rights-based approach in the South African legal system. South Africa's population includes a significant number of children, many of whom encounter the law. The Constitution emphasises children's rights, particularly those in conflict with the law, but implementation remains a challenge. Historical context highlights the transition from punitive measures to a focus on rehabilitation. Despite constitutional protections, many face inadequate treatment in detention settings. CYCCs aim to rehabilitate children awaiting trial or sentencing but often fall short in providing safe environments. Issues include overcrowding and inadequate psychological support, leading to further rights violations. CYCWs play a crucial role in supporting the development of children in care. Their responsibilities include providing emotional and psychological support, but challenges persist in their training and resources. The key legislative frameworks safeguarding children’s rights include the Child Justice Act and the Children's Act, which align with international human rights standards. However, gaps exist between legislation and practice, leading to continued human rights violations. The study employs a qualitative approach, examining the conditions in various CYCCs and gathering perspectives from affected children.
Access status: Open Access ,
Exploring the experiences of primary school teachers’ implementation of the Alternatives to Corporal Punishment Guidelines (2000)
(University of the Free State, 2024) Khwakhwa, Azile; Tsotetsi, C.T.
Globally, there is a challenge of learners’ indiscipline. Most teachers find it difficult to uphold and enforce learner misconduct since the South African Schools Act (SASA) (Act 84 of 1996) outlawed corporal punishment in South African schools. Teachers have had to deal with disruptive students, which makes it challenging to conduct effective instruction in the classroom. The purpose of this study was to explore the experiences of primary school teachers in applying the Alternatives to Corporal Punishment Guidelines (ACPG) (2000). Informed by Ubuntu Theory of Management, I located my study within the interpretivism paradigm as a lens to couch it. I used the qualitative research approach and case study as a research design. Six teachers and two SGB members were interviewed in semi structured interviews. Critical Policy Analysis was used to analyse the ACPG (2000). Findings from this study show that the ACPG (2000) is not a one-size-fits-all. Participants claim that these tactics do not always succeed. Furthermore, the findings also indicate that no appropriate professional development has been provided to assist instructors in promoting the ACPG (2000). The study is significant as it furnishes insights into the obstacles encountered and possible options for support during the implementation of the ACPG (2000). I recommend that Future researchers should conduct studies in multiple schools, involving teachers and principals, to investigate ill-behaved students in rural, urban, and suburban areas. They should also explore the hiring of social workers and psychologists and collaborating with policies for daily monitoring to address substance addiction
Access status: Open Access ,
Teachers’ application of the law in addressing learner discipline in South African secondary schools
(University of the Free State, 2024) Mabaso, Nontobeko Emmaculate; Makhasane, S.D.
Learner discipline is a burning issue worldwide. In South Africa, lack of discipline among learners is a challenge confronting schools. Recent studies suggest that the problem is a major issue in African schools. To address learner discipline, teachers are expected to apply disciplinary laws. There is inconsistency in the application of the law when teachers address learner discipline. However, this phenomenon remains significantly under-researched, hence, this study explored teachers' application of law in addressing learner discipline in South African secondary schools. The study used the social control theory. A qualitative design was employed, and a multiple case study was utilised to explore teachers’ application of the law to address learner discipline in South African secondary schools. Two secondary schools and ten participants in the Eastern Free State Province were purposively selected to participate in this study. The data were mainly collected through semi-structured interviews (one-on-one interviews) with principals, focused group discussions with teachers, and document analysis. Data were analysed through thematic analysis. Twelve themes emerged from the data. The findings revealed that the law is inconsistently applied when addressing learner discipline. The study found that there are inadequate policies, a lack of parental support, aggression towards teachers, legal constraints, a lack of understanding of the law, and a lack of support from the DBE remain challenges that make teachers’ application of the law in addressing learner discipline difficult. The findings indicated that the current disciplinary provisions are inadequate to address learner discipline, hence the findings suggested that the Education Law should be revised to include provisions for proactive strategies to reduce disciplinary issues.
Access status: Open Access ,
A critical analysis of the violation of the rights to adequate housing, health care, food, and social security of people living in informal settlements in South Africa with specific reference to human development
(University of the Free State, 2020) Moseli, Khothalang; De Man, Annelie; Ngang, Carol Chi
This mini-dissertation is an investigation into the violation of human rights to adequate housing, health care, food, and social security of people who live in informal settlements in South Africa. It explores their quality of life in informal settlements. The rights to have access to adequate housing, health care, food, and social security are enshrined in sections 26 and 27 of the constitution of the Republic of South Africa of 1996. In order to observe the entitlement of these human rights, the South African government has, since 1994, embarked on legislation, policies, and programmes to improve access to adequate housing, health care, food, and social services among vulnerable and disadvantaged groups in South Africa. However, these efforts have not effectively addressed the challenges faced by informal dwellers in South Africa. Currently, the rights to adequate housing, health care, food, and social security of informal dwellers are being violated in South Africa. The Constitution and several international human rights instruments call for their realisation. However, compared to other rights such as freedom of speech, less effort has been made by the government and non-governmental establishments to fulfil these rights for the betterment of informal dwellers’ living conditions, well-being, and human development. The research question for this study is therefore: How can a rights-based approach to development (RBAD) contribute to the fulfilment of the rights to adequate housing, health care, food, and social services for informal dwellers in South Africa? In order to respond to this question, a desktop analysis and a socio-legal approach were employed to gather information. This study is largely theory-driven; it relies on various sources of evidence namely, on primary and secondary literature, on conducted-research, and on official government instruments that speak to the state of informal settlements in South Africa. This process was guided by four research aims: a) to examine the obligations of the South African government to fulfil human rights; b) to explore the problems experienced by people living in informal settlements that are unique to them, including the factors that have an impact on the realisation of their rights; c) to examine the impact of the non-realisation of human rights on human development and well-being, and; d) to recommend remedial measures to mitigate the violation of the human rights of people who live in informal settlements in South Africa. Informal settlements seem to defy the realisation of socio-economic rights. In their reports, various United Nations Special Rapporteurs present informal dwellers mostly as the victims of human rights violations. This study reveals that there are many barriers to the enjoyment of the rights to adequate housing, health care, food, and social security in informal settlements in South Africa. These mainly have to do with the living conditions of those who are poor, vulnerable, and marginalised. The study observes that unemployment, poverty, bad governance, and corruption are the main contributors to the plight of people who live in informal settlements in South Africa. To address the challenge of informal settlements and, consequently, to ensure that the state respects, protects, promotes, and fulfils the human rights of the poor and the marginalised, this study has observed the need for an RBAD in South Africa. It recommends attaching human rights principles, norms and standards to development processes in South Africa. These principles will improve the living conditions of isolated and disadvantaged groups and will translate into the realisation of human rights. The outcome of this study relates to those who are working actively for the promotion and realisation of human rights, especially for socio-economic rights in South Africa.