DSpace Repository

Welcome to the NWU Repository, the open access Institutional Repository of the North-West University (NWU-IR). This is a digital archive that collects, preserves and distributes research material created by members of NWU. The aim of the NWU-IR is to increase the visibility, availability and impact of the research output of the North-West University through Open Access, search engine indexing and harvesting by several initiatives.

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Teachers collaboratively fostering a decolonised curriculum: Teaching strategies to promote social justice
(North-West University (South Africa)., 2026) Ferris, Bianca; Simmonds, S; Simamane, Z
Against the backdrop of widespread demands to decolonise education, it has become increasingly evident that the pursuit to decolonise the curriculum is ongoing. To this end, teachers play an integral role in bridging the gap between theory and practice in decolonising the curriculum. However, there is limited research available on how teachers in South African schools apply these ideas in their daily teaching, especially when working collaboratively to decolonise the curriculum. To engage with this intellectual conundrum, this study explored how teachers can collaboratively foster a decolonised curriculum through teaching strategies that promote social justice. A scholarly review of the literature delved into the foundational understandings of decolonisation and explored how the curriculum can be utilised to promote social justice in education. In addition, the role of teacher collaboration in curriculum development, underpinned by the concept of Ubuntu, is explored, and its alignment with the fundamentals of social justice is examined. The literature concluded with an exploration of the three key decolonial foundations of educational transformation: epistemological, ontological and pedagogical decolonisation. The study adopted Participatory Action Learning and Action Research (PALAR) as a paradigm and methodology. Four co-researchers teaching in the senior phase (grades 7–9) at a South African online school were purposively selected and formed the Action Learning Set (ALS), in line with the PALAR methodology. Furthermore, data were collaboratively generated across two cycles, directly addressing the two research sub-questions using arts-based methods. Key findings from the two data generation cycles emerged. Cycle one addressed the first research sub-question: How do teachers understand what it means to decolonise the curriculum? The main findings reveal that teachers’ understanding of the curriculum is centred around knowledge production, questioning power structures, recognising the dehumanising effects of a rigid school structure and the use of responsiveness and restorative approaches to teaching and learning to decolonise the curriculum. Cycle two addressed the second research sub-question: How can teachers collaboratively develop and implement teaching strategies aimed at fostering a decolonised curriculum and promoting social justice? Key findings suggested teaching strategies that teachers can employ, as well as how the use of technology can support the implementation of these strategies and shed light on the foundational elements of love and care in teaching. In addition, the importance of collaboration between teachers was highlighted, and factors that might hinder this collaboration between teachers and other educational stakeholders were discussed. The study concludes with recommendations for curriculum practice and how to use PALAR as a research paradigm and methodology in an online setting, along with suggestions for further research and the possible limitations of this study.
Roles played by management in improving the workplace readiness of TVET students through the workplace-based experience programme
(North-West University (South Africa)., 2026) Naidoo, V; Matashu, M
This study examines the role of management in enhancing the workplace readiness of Technical and Vocational Education and Training (TVET) students via workplacebased experience (WBE) programmes. It recognises that, although TVET provides students with theoretical knowledge and technical skills, many struggle to transition into employment due to a lack of practical experience and inadequate soft skills. The gap between institutional training and workplace expectations poses a significant barrier to employability, particularly in South Africa, where youth unemployment remains high. Adopting a qualitative research design, the study explores the roles played by management in improving the workplace readiness of TVET students through WBE programmes. Data were collected through interviews with campus managers and heads of departments from selected campuses within a public TVET institution. The collected data was analysed thematically, providing a nuanced understanding of the role of management in WBE implementation, the challenges they face, and their strategies. The findings reveal that WBE enhances technical competencies as well as soft skills such as adaptability, communication, and teamwork. The roles played by management were found to be central to student preparedness, through initiatives including induction programmes, mentorship schemes, soft skills development programmes, and industry collaboration. However, limited placements, outdated resources, misalignment between the curriculum and industry, and logistical constraints were identified as potential barriers to effectiveness. The study concludes that effective management and leadership are essential for the success of WBE, as they ensure alignment with industry needs and promote positive learning environments. Key recommendations include strengthening industry partnerships, introducing standardised pre-WBE training, updating curricula to reflect workplace demands and improving institutional infrastructure. By emphasising the important role of management, this research advances both theory and practice, offering strategies to improve WBE frameworks and prepare TVET graduates for meaningful employment.
Alternative Media, Repression and the Crisis State: Towards a Political Economy of Alternative Media in Post - Mugabe Zimbabwe
(Journal of Asian and African Studies, 2022) Tshabangu, Thulani; Salawu, Abiodun; 38032163
Zimbabwe has a tainted media history under Mugabe replete with examples of state orchestrated repression, draconian legislation, harassment of journalists and violation of their work premises. The post-November 2017 coup period is a critical reference point to understand the political economy of alternative media under the so-called ‘New Dispensation’ of President Mnangagwa with its promises of prodemocracy reforms. Using political economy as a theoretical approach that analyses media systems in a holistic manner by linking them to politics, economy, legislation and technology, this study assesses the extent to which the ‘New Dispensation’ has implemented political economy reforms that impact alternative media. Drawing from interviews with selected alternative media journalists and proprietors, the findings reveal that alternative media in Zimbabwe remain entrenched in repression and are in a crisis caused by an exacerbation of the same structural factors that existed before. The ‘New Dispensation’ has instead led to the entrenchment of a new dictatorship by the military junta. Undue political interference, a fragile economy and state orchestrated repression continue to constrain the democratic functions of alternative media. By teasing the continuities and discontinuities of alternative media repression during the Mugabe era and under the ‘New Dispensation’, the paper contributes to ongoing debates about the consequence of the 2017 coup and the need for genuine democratic reforms in Zimbabwe post-Mugabe epoch.
Key competencies for academic employees in the current dynamic higher education environment
(COGENT EDUCATION, 2024) ChaaCha, Thapelo D; 20975767
The study aimed to conceptualise the key competencies for academic employees in the current dynamic South African higher education environment. Key competencies that enable these employees to perform and meet their work challenges in the dynamic environment they operate in need to be identified to ensure relevant talent and performance management practices are implemented for the success of the institution. A qualitative research approach was utilised in the study with a critical realist perspective as the study involved various participants in gathering different views to present key competencies of academic employees. A total of 31 semi-structured interviews were conducted in the study. Atlas.ti 22 was used to analyse the data. Three main competencies were identified for each strata in the study nasmely pedagogy competencies, personal efficiency and organisational competencies. The findings in the study highlight that academic institutions and practitioners need to align the development of academic employees with the expectations of the stakeholders, employees and strategic imperatives of institutions. The study contributes a competency model that can be utilised for managing and developing academic employees.
Breaking New Ground: Perceptions of RDP house beneficiaries of the Mavuso settlement in Alice, South Africa
(Africa’s Public Service Delivery and Performance Review, 2024) Khowa-Qhoai, Thandeka; Tyali, Nqaba; 46660658
Background: The South African democratic governments adopted the provision of low-income housing as one of the ways to redress the injustices of the past Apartheid government. Thus, the development of housing legislations and programmes initiated, such as the reconstruction and development programme (RDP) and the Breaking New Ground (BNG). Aim: This study sought to investigate the perceptions of low-cost housing beneficiaries of the new BNG housing programme in Mavuso settlement. Setting: The study is conducted in Alice Town Mavuso location under Raymond Mhlaba Municipality, Eastern Cape province. Methods: A qualitative approach using in-depth interviews and focus group discussions. Results: The findings of the study reveal that beneficiaries of low-cost housing in Mavuso are not satisfied with the quality as many of the houses were left incomplete. Conclusion: As per the findings of the study, housing challenges in South Africa stretch beyond the BNG programme which was implemented by the Department of Human Settlements to improve housing delivery. The findings highlight the lack of monitoring and evaluation together with corruption as the major contributor to the challenges of housing delivery. Contribution: Thus, this study seeks to present the voices of beneficiaries and raise awareness to the Department of Human Settlements on the challenges experienced by beneficiaries and the need for monitoring and evaluation. The study seeks to contribute to the body of knowledge on BNG and settlement development.