KovsieScholar Repository

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Access status: Open Access ,
Experiences of history teachers in implementing a Heritage-Based Curriculum in Zimbabwean secondary schools
(University of the Free State, 2025) Dangarembwa, George; Chimbi, G. T.
This study explored the experiences of History teachers in implementing the Heritage-Based Curriculum (HBC) in Zimbabwean secondary schools. The HBC was introduced as part of broader curriculum reforms aimed at promoting cultural identity, critical thinking, and national consciousness through heritage-centred learning. While the policy intentions were ambitious, little was known about how history teachers, the central agents of implementation, experienced and enacted the curriculum in their Form 3 classrooms. This study was grounded in the interpretivist paradigm and adopted a qualitative approach to explore the lived experiences of History teachers implementing the Heritage-Based Curriculum. A multiple case study research design was employed to generate data from four purposively selected History teachers, representing a distinct case. Data were collected through semi-structured interviews, document analysis and classroom observations enabling methodological triangulation and enhancing the credibility of the findings. Thematic analysis was conducted, with Michael Fulani’s Triple I theory (Initiation, Implementation and Institutionalisation) providing the analytical lens for illuminating the study and interpreting the findings. The results revealed significant variations in history teachers’ experiences of the HBC philosophy. Some demonstrated partial alignment with the policy vision, while others lacked clarity, reflecting gaps in professional development and conceptualisation of reform policy intentions. At the curriculum implementation level, teachers adopted diverse pedagogical strategies, often constrained by large class sizes, limited resources, and high-stakes examinations. These challenges fostered pragmatic adaptations and, at times, resistance. Conversely, resistance was found to be context-driven rather than attitudinal, rooted in structural barriers rather than unwillingness to embrace reform. At the attained level, teachers’ experiences reflected these uneven practices, with examination performance often prioritised over heritage-based learning outcomes. The study concludes that while the HBC holds potential to transform history education by fostering heritage consciousness and critical skills, its successful implementation remains undermined by systemic and contextual challenges. The findings highlight the need for inclusive professional development, resource provision, assessment reform, and continuous policy monitoring using the Triple I framework. By foregrounding teachers’ voices, this research contributes to the discourse on curriculum reform in Zimbabwe and provides insights for aligning policy aspirations with classroom realities.
Access status: Open Access ,
The [Beak] – oning: a wetland bird sanctuary and eco centre at Redhouse Village, Gqeberha, Eastern Cape
(University of the Free State, 2024) Bunu, Emihle; Smit, J. D.; Smit, P.; Bosman, G.; van Der Merwe, D.
Humans shape their environment and are also shaped by it. Our activities impact nature, leading to the destruction of habitats and the loss of homes and food sources for many species, causing a decline in biodiversity. The scarred landscape resiliently beckons for healing and renewal, offering a glimmer of hope for positive change. This dissertation highlights the profound parallels between human and avian experiences in our ecological survival, emphasising a symbiotic relationship that determines human and avian behaviours and habitats. It explores a compelling question at the intersection of architecture and ecology: How can an architectural interface, serving as an other space at the convergence of human and natural systems, facilitate interdependent, sympoietic encounters within the rehabilitated ecosystems of the Anthropocene? The approach entails examining the principles of the Anthropocene and dark ecology to understand our shared existence with birds. It positions the building as a mediator and testament to nature’s regenerative abilities. Throughout this process, the design not only bears witness to the passage of time but also facilitates eye-to-eye encounters between humans and birds. The design inhabits the interface of the “third space”, a heterotopia, created by the tension at the edge of interdependent counterparts. It underscores our shared vulnerability and the importance of an ecological equilibrium, urging responsible stewardship for ecosystem restoration and preservation. This interstitial approach presents “third spaces” as gateways to deeper environmental understanding.
Access status: Open Access ,
Capabilities, resilience and success of UFS access students: confronting deficit discourses
(University of the Free State, 2023) Setilo, Tshegofatso; Loots, Sonja
University access in South Africa has been and continues to be a highly contested space overwhelmed by many levels of complexity rooted in the educational, social, and political past and present. Many institutions have adopted several interventions to increase enrolment numbers and academic development. However, these have not translated into equal participation and success in higher education. In an attempt to understand the complex field of access dilemmas in higher education, I explored the capabilities, resilience, and success of students who do not follow traditional access routes in accessing university, with a particular focus on the University Preparation Programme (UPP). The UPP is specifically designed to provide academic preparation and support to students who have the potential but lack the necessary admission requirements for university studies. Furthermore, these students, who do not follow traditional admission entry, often face challenges beyond their control due to disadvantageous circumstances. However, the prevailing deficit discourses often stigmatise these students, depicting them as lacking essential admission requirements, skills, or abilities. Drawing on the capabilities approach, this thesis aimed to confront these deficit discourses by examining the capabilities and resilience of such students and exploring factors that contribute to their success. The capabilities approach provided a framework that sought to understand what a student entering university can be and do. It also highlighted what limits their being and doing. The capabilities approach challenges one to move beyond measurable access statistics into a more nuanced understanding of the agency and well-being of students admitted to a university. A qualitative study was conducted at the University of the Free State. Fifteen interviews were conducted with students who began their studies in the UPP in the Faculties of the Humanities, Economic and Management Sciences and Natural and Agricultural Sciences. The participants were asked about their experiences of getting into university, their experiences during and after university. The interviews were transcribed verbatim and analysed. Preliminary findings indicated that UFS-access students possess various capabilities, including self-determination, agency, and resilience. These students demonstrated remarkable resilience in the face of challenges and were motivated to succeed. The study also identified various factors contributing to their success, such as environmental support. By shedding light on the capabilities and resilience of UFS access students, the contribution of this study challenged the deficit discourses that perpetuate negative stereotypes and limited expectations of students who do not follow traditional access routes. The study also shared insights on recognising students’ potential and advocating for transformative educational practices that promote equity and success. Lastly, the study revealed the importance of recognising and valuing the capabilities of students who do not follow traditional access routes by emphasising the need for institutions of higher learning to adopt a strengths-based approach, creating an environment that fosters resilience and success. By reframing the narrative around access students and celebrating their achievements, this study contributed to literature that advances the argument for a more equitable and inclusive educational outcomes. The findings will inform educational institutions and policymakers about the importance of adopting a strengths-based approach to support marginalised students and create inclusive learning environments.
Access status: Embargo , Until 2027-10-31 ,
The integration of risk-informed development and nature-based solutions into sustainable human settlements in eThekwini Municipality, KwaZulu-Natal
(University of the Free State, 2025) Mthembu, Anele Ntokozo Pearl; Belle, Johannes; Msheila, Zachariah
KwaZulu-Natal province is known for its significant contributions to South Africa’s economy and tourism sector; however, approximately 13% of its residents live in informal housing areas. A large proportion of these residents are located in the eThekwini Metropolitan Municipality, where they are among the most vulnerable to hazards and disasters in the country. The municipality has demonstrated limited preparedness in preventing and mitigating such risks, as evidence by major flooding events in 2019, 2022, and 2024, which caused substantial economic losses, loss of life, and infrastructure damage. The increasing frequency and intensity of hazardous events emphasises the urgent need for effective disaster management practices. One such approach involves integrating Risk-Informed Development (RID) and Nature-based Solutions (NbS) to support risk-informed decision-making aimed at reducing risks, enhancing preparedness, response, and recovery, and strengthening resilience. This study sought to address this need and contribute to the limited scholarly knowledge on integrating RID and NbS into sustainable human settlements. A mixed-methods approach was adopted, using a questionnaire with both closed- and open-ended questions to collect data from 55 purposively selected participants who play a pivotal role in strategic planning for sustainable human settlements in eThekwini. Additional data was drawn from secondary sources, including reviewed literature and government strategic plans. Findings reveal limited integration of RID and NbS into strategic planning and human settlements development, highlight persistent gaps such as land and resource constraints, and identify opportunities to advance both knowledge and practice of RID to improve frameworks that aim to enhance the resilience and sustainability of human settlements in eThekwini. Further research could expand the scope of this study to a national level and explore community perspectives on RID and NbS, particularly their attitudes and involvement in planning processes, which is crucial for achieving sustainable development goals.
Access status: Open Access ,
The influence of leadership style on the effective functioning of the school system in South Africa
(Noyam Publishers, 2026-06-23) Shabangu, Maria Thobile
Effective school leadership remains essential for the successful functioning of educational institutions, particularly within the complex and evolving landscape of South African education. This study examines the influence of leadership style on the operational effectiveness of schools in South Africa, highlighting the effects of different leadership approaches on teacher motivation, learners’ experiences, academic performance, and the overall school environment. Guided by Situational Leadership Theory, the study focuses on how school leaders adapt their leadership styles according to the needs, readiness, and skills of teachers and learners, and how this adaptability enhances school effectiveness. A qualitative research methodology was used using a desktop data collection strategy to examine the existing academic literature, governmental policy documents, and empirical studies regarding the effectiveness of leadership in South African schools. Data were thematically analysed to identify recurring patterns and relationships between leadership adaptability and school effectiveness. The analysis demonstrates that adaptive, supportive and contextually responsive leadership styles foster collaborative school cultures, improve teacher effectiveness, and create conducive learning environments. Inflexible or deficient leadership strategies often result in insufficient motivation, inadequate training, and suboptimal learning outcomes. The study suggests that to improve the efficacy of schools, leadership development initiatives should prioritise distributed leadership, ongoing professional development, and context-driven decision-making. Overall, the study contributes to the ongoing discourse on the enhancement of schools and the cultivation of leadership skills within South Africa’s educational framework.
Access status: Embargo , Until 2028-12-31 ,
Assessing the role of urban ecological infrastructure in adapting to climate change impacts: a case of the city of Johannesburg Metropolitan Municipality, South Africa
(University of the Free State, 2025) Mtshali, Kholeka Thembeka (née Sikhosana); Van der Walt, A. J.; Matamanda, R. A.
This study evaluated how Urban Ecological Infrastructure (UEI) could be used for climate change adaptation in the City of Johannesburg (CoJ) Metropolitan Municipality. The objectives included analysing climate variability trends from 1993 to 2023, assessing the planning and implementation of UEIs from a municipal perspective, and using the i-Tree Canopy Model to quantify and value the importance of ecosystem services provided by green UEIs. The Climate Justice and Complex Systems theories influenced the study. The integration of these two theories allowed for an intricate assessment of the climate effects within the study area. The study employed a pragmatic paradigm and a convergent parallel mixed-method design. The ClimPACT v3.1.6 software was used to analyse daily temperature and rainfall data from 1993-2023 obtained from the South African Weather Service. Additionally, 16 stakeholder interviews and a review of 14 institutional documents were conducted to highlight the planning and integration of UEIs as a climate adaptation tool. The i-Tree Canopy Model was utilised to assign economic values to UEI-provided ecosystem services. The study’s results indicated increasing climate variability, with minimum and maximum temperatures rising by 0.03°C and 0.025°C, and annual precipitation increasing by 5.407mm. The interviews and document review revealed a significant gap between institutional plans and implementation, with climate change not being fully prioritised and understood. The i-Tree Canopy Model results highlighted the importance of the city's regulatory ecosystem services provided by GUEIs. With carbon sequestration alone, the city saves R22,163,600,100. Overall, the study indicated that UEIs are a useful tool towards climate adaptation; the institutional fragmentations and silos in the governance structures, however, pose great threats towards the city reaching urban sustainability and climate resilience.
Access status: Open Access ,
Connecting to collaborate: an examination of academic staff members’ expectations of an undergraduate writing centre
(University of the Free State, 2025) Nell, Annalene; Brokensha, Susan; Joubert, Michelle
Writing centres have established themselves as impactful support spaces at universities worldwide. However, their mandates and services are often misunderstood by academic staff and, by extension, misunderstood and therefore underutilised by students. This study examines the perceptions and expectations of academic staff regarding the services of an undergraduate writing centre at a South African university. The study aims to determine staff awareness and expectations in order to identify potential future collaborations between writing centres and content specialists. A sequential mixed-methods approach to data collection was employed, consisting of digital questionnaires followed by focus group discussions. Transcripts from the focus group discussions were analysed using Atlas.ti software. Based on the codes assigned in the Atlas.ti analysis, three major themes relevant to the research questions were identified: 𝘈𝘤𝘵𝘪𝘰𝘯, 𝘊𝘰𝘮𝘮𝘶𝘯𝘪𝘤𝘢𝘵𝘪𝘰𝘯, 𝘢𝘯𝘥 𝘝𝘢𝘭𝘶𝘦. Aspects concerning academic staff perceptions sourced from both the questionnaires and focus groups are discussed within these three themes. Based on the discussion, it is clear that many academic staff members highly value the writing centre, and are open to collaborative endeavours. They also exhibit an impressive level of familiarity with the writing centre and what it offers. However, staff also harbour some misperceptions around what the writing centre does and does not do, and identified aspects of communication that could be clearer and more streamlined. It is therefore recommended that the writing centre continue to invest in accurate communication with academic departments to ensure that lecturers and students make optimal use of its services.
Access status: Open Access ,
Capabilities for media graduate employability: the case of private higher education
(University of the Free State, 2021) Somerville, Fenella; Walker, Melanie; Mkwananzi, Wadzanai Faith
Higher education in South Africa faces a challenge of increasing numbers of unemployed graduates. Increased access to higher education and private higher education, together with policy commitments to equal opportunities, have wielded a promise that higher education offers a better future for graduates. And yet, research on graduate destinations shows persistent inequalities in employment outcomes. Graduate employability is a rapidly growing field of research worldwide in the context of a global knowledge economy, drawing a direct link between education, employment and economic growth. South African studies on graduate employment have concentrated primarily on public universities, with a strong focus on the transition of final year students into the workplace. This study focuses on graduates from private higher education institutions who have been in the workplace for between one and five years. Using a human development and capability approach, the thesis confronts the human capital approach to employability. Using a mixed methods sequential exploratory design within a transformative paradigm the project explores the employment experiences of media graduates from three private higher education institutions in South Africa. Semi-structured interviews were conducted with 21 media graduates, four key informants from the institutions, and six media employers, providing multiple perspectives to address the main research question: how does private higher education contribute to enhancing equitable opportunities for media graduate employability and well-being? Subsequently, an electronic survey was conducted with media graduates (n=2,746) to get an expanded understanding of what graduates value, and the factors that enable and/or constrain their participation in the workplace. Graduate employability is shaped by the capabilities developed in higher education, and mobilised in graduates’ functionings in the labour market. Through the use of an enrolment-employment typology matrix, the findings show how the choices and opportunities of higher education intersect with personal biographies and social structures to be unequally realised in employment outcomes for different individuals. Nonetheless, there is variation in students’ agency responses and the capabilities they are able to mobilise, shaped but not overly determined by their backgrounds. Consequently, shifts are needed in private higher education to develop significant capabilities more explicitly for graduates to develop the agility to navigate their way, and shape what they are able to do, be and become in the media industry.
Access status: Open Access ,
Protecting women migrant workers’ rights in South Africa: the need for a gender-responsive framework
(University of the Free State, 2025) Kahari, Annah; Ozoemena, Rita; De Man, Annelie
This study, titled “Protecting Women Migrant Workers’ Rights in South Africa: The Need for a Gender-Responsive Framework,” addresses the critical issue of the increasing feminisation of migration and the unique vulnerabilities faced by women migrant workers, particularly in South Africa. Despite migration offering opportunities, these women often encounter exploitation, discrimination, and abuse. The study highlights how South Africa's historical exclusionary policies and current gender-neutral legal frameworks fail to adequately protect these workers, leading to issues like inadequate pay, lack of contracts, long working hours, and gender-based violence. The core problem lies in the inadequacy of existing legal and policy frameworks to address the intersectional vulnerabilities of women migrant workers, resulting in a significant gap between theoretical legal protections and practical realities. Enforcement mechanisms are weak, especially in informal sectors where these women are concentrated, exacerbating their precarious situation and limiting their access to justice. The central research question guiding this thesis is: What factors contribute to the violations experienced by women migrants in South Africa, and how can a gender-responsive legal framework be developed and implemented to protect their rights effectively? Drawing upon feminist legal theory, intersectionality theory, and migration theories, the research critically examines international, regional, and domestic legal instruments to assess their gender sensitivity and effectiveness. A significant contribution of this study is the application of the Gender Legislative Index (GLI) as a methodological tool to evaluate the gender responsiveness of South African legislation. Through a comparative analysis of international and regional instruments against domestic laws, the findings highlight a substantial disparity between theoretical legal protections and the lived realities of women migrant workers, necessitating the urgent need for a transformative approach. The findings demonstrate that South African legislation, although formally inclusive, does not address the intersectional vulnerabilities of women migrants and fails to align with international laws. The study recommends using the GLI to ensure gender-responsive migration, labour laws, and policies, and to strengthen monitoring mechanisms. It also recommends aligning South Africa’s migration policy with constitutional and international human rights standards.
Access status: Open Access ,
The depiction of masculinity in selected Sesotho drama texts
(University of the Free State, 2025) Moyana, Pulane; Khanyetsi, Mabohlokoa
This study intended to investigate the depiction of masculinity in selected Sesotho drama texts: Maake’s 𝘔𝘢𝘭𝘦𝘧𝘢𝘯𝘦 (2015), Letshaba, 𝘓𝘦𝘫𝘸𝘦 𝘭𝘢 𝘬𝘨𝘰𝘱𝘪𝘴𝘰 (2015), and Mokhele’s 𝘋𝘪𝘱𝘩𝘦𝘵𝘰𝘩𝘰 (2015). The study employed a qualitative method and thematic analysis to explore the depiction of masculinity in the above selected Sesotho drama texts. The related literature review revealed a gap in the studies of scholars who have examined masculinity among the Basotho, particularly in the context of Sesotho drama texts. Literary masculinity theory was utilized to answer the research questions of this study. This study determined that hegemonic masculinity is depicted through the abuse of power, language that depicts masculinity, assassination, infidelity and aggression. This study contributes to the postgraduate studies within the fields of literature and masculinity to enrich the possibility of research in areas where these fields converge.