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South Africa participated in the electronic version of the Progress in International Reading Literacy Study (ePIRLS) in 2016 but faced many challenges during implementation. Accurate databases on information and communication technologies (ICT) capacity of schools were not available for sampling in Gauteng, many schools had old and/or non-functional hardware and half of the schools had not used their computer laboratories in the last 3 years. Consequently, South Africa was excluded from the international report as the study requirements could not be met. In this paper we examine the implications of the problems experienced in the ePIRLS multiple case study, conducted in 9 schools (n = 277) in Gauteng. Multilevel models were built using data from the nationally representative Grade 4 Progress in International Reading Literacy Study (PIRLS) data from 2011 (n = 15,744) and 2016 (n = 12,810). In the 2016 national study, principals and teachers reported fewer computers and libraries being available for learners than were reported in 2011. Computers and paper-based libraries being available were not significant predictors of reading literacy. Instead, the medium of instruction in the Foundation Phase, school location, gender, and socioeconomic composition of the school predicted reading literacy achievement. The ePIRLS results show no significant difference between paper-based and online reading. While issues of poverty, gender inequality, and historical disadvantage persist, Grade 4 learners may lack adequate opportunities to acquire paper and digital reading skills. We conclude that the most disadvantaged learners have increasingly insufficient opportunities and resources available to attain basic reading skills and this will have negative long-term consequences for South Africa's educational sector and economy.

Using a qualitative historical research approach, this paper examines the contextual influences, including the formulation motive and their possible impact on policy implementation, of the South African (SA) e-Education White Paper 7 (WP7). A critical discourse analysis (CDA) was conducted on the policy and data was collected through semi-structured interviews (SSI) with purposefully selected participants. Findings of the study reveal tacit contradictions and tensions depicting a policy in contradiction with itself, carrying the hallmark of a symbolic policy. That is, a policy characterised by lack of direction, contradictions in its motive of formulation, no dedicated resources for its implementation, distorted communication resulting from the validity tests, and lack of "material consequences" (Rivzi and Lingard, 2009, p.8). The circumstantial context (socioeconomic and political) of its formulation, dictated to by the prescripts of the negotiated political settlement (NPS), that ushered in the new democratic South Africa (SA), is found to have taken precedence. It further overshadowed critical analysis on the educational needs, which would have informed a better strategic integration of Information and Communication Technology (ICTs) in education. The circumstantial context resulted in a lack of a common goal between policy actors and interest groups. This, to the extent that the former thought of capitalising on the donations of the latter for their own political interests, while the latter saw in the formulation of such policy a way of imposing Government spending in favour of their businesses. These circumstances may have contributed to the policy's failure to reach its set textual objectives and goal by 2013.

This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI). Furthermore, science educators' own PCK, and the limitations of a predominantly paper-based distance education (DE) model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL).

This paper focuses on the opportunities and challenges associated with the use of artificial intelligence (AI) in academic library operations. In the quest to render fast, effective and efficient services, academic libraries have adopted different technologies in the past. Artificial intelligence technologies is the latest among the technologies currently being introduced in libraries. The technology which is considered an intelligent system, come in the form of robots and expert systems which have natural language processing, machine learning and pattern recognition capabilities. This paper examined the features of AI, the application of AI to library operations, examples of academic libraries with AI technologies in Sub-Saharan Africa, the need for AI in libraries and the challenges associated with the adoption of AI in libraries. The study concluded that AI holds a lot of prospects for the improvement of information services delivery in African academic libraries. Consequently, its adoption is a sinequanon to delivering robust library services in the Fourth Industrial Revolution (4IR).

Interrogating the White Paper 3 of 1997 which upholds academic freedom, institutional autonomy and public accountability, I make the case for justice through higher education using public accountability. I argue that the higher education system in South Africa is capable of fulfilling such a role in the context of extreme injustices but not without a critical engagement of the extent and causes of these injustices and an understanding of their implications for academic curricula, practices and deeply embedded conceptions of knowledge. A redefinition of higher education institutions' public accountability in terms of responsibility to their 'institutional locale' or community (the populations whose needs they should be meeting) can be an effective 'proactive tool' with which higher education can redress social injustices. This requires an interrogation of the social, political and economic conditions of possibility that either inhibit or aid educational desire and attainment. An investigation of this nature entails a rigorous reappraisal of all three of the key principles within which higher education systems operate--academic freedom, institutional autonomy and public accountability--if they are to guard against the continued perpetuation of epistemic and social injustices.

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.

In this article we argue that in South Africa the current format of legitimised participation and practice in the examination papers for Mathematical Literacy restricts successful apprenticeship in the discipline of scientific mathematics and limits empowered preparation for real-world functioning. The currency of the subject, then, is brought into question. We further argue that the positioning of the subject as a compulsory alternative to Mathematics and the differential distribution of these two subjects to differing groups of learners facilitates the (re)production and sustainment of educational disadvantage. We draw on Dowling's theoretical constructs of differing domains of mathematical practice and positions and focus analysis on a collection of nationally set exemplar Grade 12 examination papers to identify legitimised forms of participation in the subject. We conclude by arguing for a reconceptualised structure of knowledge and participation in Mathematical Literacy and make preliminary recommendations in this regard.

University education has been massified in South Africa and this has disrupted conventions and practices of assessment. Universities are perceived as promoting complex achievements and complex skills through rigorous curriculum specifications and assessment instruments. Due to experiences in high school and the novelty of university education, students have begun to enquire about the "scope of the paper." This enquiry has tended to destabilise the reliability of assessments and judgments in universities in South Africa. Grades and symbols certified by some universities have become both indeterminate and ambiguous. A qualitative, quantitative design was adopted to identify and interrogate university research participants' views on experiences about examinations at university level. In the process, the meanings that first-year degree-level test-takers ascribed to the concept of "the scope of the paper" were unpacked. It was determined which aspects of the test scope students had studied in order to prepare for tests. Inferences were made about the concepts that the students marginalised because they were perceived to be "out of the scope" of the examination. A holistic and broad educational experience for university students is recommended in spite of the daunting numbers enrolled in certain university courses.

Recently, electronic books (e-books) have become prevalent amongst the general population, as well as students, owing to their advantages over traditional books. In South Africa, a number of schools have integrated tablets into the classroom with the promise of replacing traditional books. In order to realise the potential of e-books and their associated devices within an academic context, where reading speed and comprehension are critical for academic performance and personal growth, the effectiveness of reading from a tablet screen should be evaluated. To achieve this objective, a quasi-experimental within subjects design was employed in order to compare the reading speed and comprehension performance of 68 students. The results of this study indicate the majority of participants read faster on an iPad, which is in contrast to previous studies that have found reading from tablets to be slower. It was also found that comprehension scores did not differ significantly between the two media. For students, these results provide evidence that tablets and e-books are suitable tools for reading and learning, and therefore, can be used for academic work. For educators, e-books can be introduced without concern that reading performance and comprehension will be hindered.

The purpose of this position paper by the South African Academy of Family Physicians (SAAFPs) is to inform decision making on human resources for health policy in South Africa and the placement of family physicians (FPs) in the district health system. National policies have been marred by misunderstanding of the roles and contribution of FPs; and there is unhelpful variability in how FPs are positioned in the health services between provinces. In the private sector, medical aid schemes have discriminated against FPs by failing to remunerate them as specialists and to recognise their scope of practice. [ABSTRACT FROM AUTHOR]

Critical thinking and problem solving skills are included in the IS curriculum as foundational skills. IS education researchers recognize the importance of these skills for future IS practitioners given the complexity of the technology based society and economy of the future. However, there is limited work on how these skills are best taught in IS. This research reports on a course focusing on the explicit development of critical thinking and problem solving skills of first-year IS students at the University of Pretoria. The critical thinking part of the course focuses on the analysis, evaluation of, and response to arguments. Class discussions and assessments are based on local, authentic arguments. In the problem solving skills component of the course, students are taught to understand the nature of a problem and to classify it as belonging to one of three categories: puzzles, problems, and messes. For each category, appropriate problem solving approaches are suggested and practiced. To illustrate the role of design and creativity in problem solving, students have to create an artefact using the Maker Space of the university. They have to apply the five phases of design thinking as suggested by the Stanford d.school design thinking approach. The course has been presented since 2016, and feedback is collected from students annually. Based on a feedback questionnaire that the students complete at the end of each course, we have reason to believe that they find the course valuable and consider those skills to be applicable to other courses as well as elsewhere in their lives. They also point out the value it holds for their future as IS practitioners. As part of our ongoing research, we are investigating ways to develop a critical disposition amongst students, an important component of critical thinking.

Lecture Notes in Computer Science (LNCS) is a globally recognised publication outlet for the field of Computer Science, including in South Africa. In this study, spanning from 1973 to 2022, we investigated the research participation of South African based authors in LNCS. The publication output and citation impact of these authors were compared to the global Computer Science and LNCS output. The authorship patterns and collaborative behaviour of South African LNCS papers were explored, and a keyword or topic analysis also conducted. Of the total of 518 662 LNCS papers published globally between 1973 and 2022, South African based researchers contributed 1150 papers (0.22%). The LNCS papers from South Africa exhibit a strong collaborative publication culture, with 1043 (91%) co-authored and 107 (9%) singleauthored works. Local LNCS researchers prefer institutional collaboration (43%), followed by international (37%) and national collaboration (11%). Europe emerged as the most significant collaboration partner for LNCS researchers in South Africa. Of the 1150 papers, 836 (73%) had received citations, while 314 (27%) had not. On average, papers published by South African based authors received 6.05 citations, compared to the global LNCS average of 9.49 citations per paper. A keyword analysis revealed that the majority of papers by South African authors focus on artificial intelligence. The results indicate that, although LNCS serves as a reputable dissemination platform for Computer Science research output both globally and locally, South African authors should consider publishing more journal articles to build and improve their researcher profiles. Significance: * The study shows that LNCS is the most frequent publication outlet for Computer Science researchers, globally and in South Africa. * The study offers insight into the publication output, authorship patterns, collaborative behaviour and citation impact of South African based Computer Science researchers. [ABSTRACT FROM AUTHOR]

Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.

In this paper, following some brief introductory remarks, I provide a context to this Symposium by presenting a brief autobiographical account explaining how I became involved in curriculum theory and the idea of a knowledge-led curriculum and how I was led to write the paper under discussion. I then make brief comments on each of the six papers individually, concluding with some thoughts about the implications of the collection of papers as a whole for the future of curriculum theory.

With increased pressure to publish, academics are pursuing creative ways to achieve enhanced research outputs. One such process is the publication-based thesis (PBT) for both masters and PhD candidates, rather than monographs. While this process is not novel in the sciences, it has not been widely applied by economic and management schools, particularly in South Africa. Despite the apparently limited institutional guidelines and policies, some academics have pursued an article-based thesis writing process. Doing so has several consequences of special interest for supervisors and candidates. This research set out to identify the impediments to the PBT process, so as to guide future consideration by academics. This is an auto-ethnographic study by one senior academic with experience in both masters and PhD supervision, who has embarked on the PBT process purposively, and reflects on a deliberate choice to change from standard monograph thesis writing to the PBT approach. Member-checking interviews with 12 senior academics in management sciences (some supporting and others not supporting PBT) to some extent validated the generalizability of the liabilities expressed here as concerns. I conclude with a conceptual framework containing the experienced and envisaged realities of PBT writing. The aim of the framework is to assist and warn newcomers to the process with guidelines for considering the associated impediments. Five main liabilities that may "bind" progress, covering 13 antecedents to consider, were identified. The findings led to improved understanding by contextualizing the issues underlying the PBT supervision process, giving structure and meaning to possible solutions to overcoming the liabilities.

Background: South Africa is reporting higher rates of adolescent pregnancy as compared to other countries. There are different types of interventions that are in place to address teenage pregnancy. However, these interventions were developed using top-down strategy without the inclusion of different stakeholders and adolescents which makes it hard to implement those interventions particularly in countries like South Africa. Hence, this study aimed to develop strategies to enhance sexual health education for prevention of teenage pregnancy in Vhembe District, Limpopo Province of South Africa. Methods: The research design of this study will be Co-operative Inquiry.The study will take place in Vhembe District in Limpopo province of South Africa through collaborating with a Non-governmental Organisation (NGO). The study population will be the teenagers and all the different stakeholders caring for teenagers in their areas of specialization. Purposive sampling will be used to sample the targeted participants of the study. The data collection method will be done in phases and focus group discussions will be used to collect data. Content analysis will be used to analyse data. Discussion: This study will add to the body of knowledge regarding the strategies that maybe used to enhance sexual health education for prevention of teenage pregnancy. [ABSTRACT FROM AUTHOR]

South Africa participated in the electronic version of the Progress in International Reading Literacy Study (ePIRLS) in 2016 but faced many challenges during implementation. Accurate databases on information and communication technologies (ICT) capacity of schools were not available for sampling in Gauteng, many schools had old and/or non-functional hardware and half of the schools had not used their computer laboratories in the last 3 years. Consequently, South Africa was excluded from the international report as the study requirements could not be met. In this paper we examine the implications of the problems experienced in the ePIRLS multiple case study, conducted in 9 schools (n = 277) in Gauteng. Multilevel models were built using data from the nationally representative Grade 4 Progress in International Reading Literacy Study (PIRLS) data from 2011 (n = 15,744) and 2016 (n = 12,810). In the 2016 national study, principals and teachers reported fewer computers and libraries being available for learners than were reported in 2011. Computers and paper-based libraries being available were not significant predictors of reading literacy. Instead, the medium of instruction in the Foundation Phase, school location, gender, and socioeconomic composition of the school predicted reading literacy achievement. The ePIRLS results show no significant difference between paper-based and online reading. While issues of poverty, gender inequality, and historical disadvantage persist, Grade 4 learners may lack adequate opportunities to acquire paper and digital reading skills. We conclude that the most disadvantaged learners have increasingly insufficient opportunities and resources available to attain basic reading skills and this will have negative long-term consequences for South Africa's educational sector and economy. [ABSTRACT FROM AUTHOR]

Globally, greater than 30% of waste is disposed of in some form of landfill, and it is estimated that annual waste-related emissions will increase by up to 76% by 2050. Emissions arising from fossil fuel-derived products and waste disposal in landfills have prompted the development of alternative technologies that utilize renewable resources. Biomass feedstock is being investigated globally to produce renewable fuels and chemicals. Globally, crop-based biomass and waste biomass are the major feedstocks for chemical production, and the market value of crop-based biomass is expected to increase at the fastest rate. South America, Europe, and North America are currently the global leaders in renewable or bio-based chemical production. In South Africa (SA), the country is still heavily reliant on landfilling as a waste solution. Wastes from agricultural production processes in SA are considered promising feedstocks for beneficiation opportunities to produce bio-based chemicals. The second-generation (2G) agricultural feedstocks that can be used in SA include fruit waste; sugarcane by-products and waste; forestry, timber, pulp, and paper waste; and invasive alien plants. Fermentation, or "green chemistry" technologies, can be used to convert various feedstocks into bio-based chemicals. Bio-based chemicals may be used as drop-in substitutes for existing petrochemical products, for use in end-user industries such as automotive and transportation, textiles, pharmaceuticals, consumer and home appliances, healthcare, and food and beverages. Bioethanol, specifically, can be used in transport fuel, as feedstock for power generation, as an energy source for fuel cells along with hydrogen, and as feedstock in the chemicals industry. Bio-butanol, an olefin derivative, can be used as a drop-in replacement for petroleum-based butanol in all its applications. Different monomers of bio-based chemicals can be used to produce biopolymers, polyhydroxyalkanoates (PHAs), and polylactic acid (PLA), which are subsequently used to produce bioplastics. A total of 25 bio-based chemicals and the technology used to produce them are summarized in this paper. Overall, bioethanol remains the dominant sugar platform product globally. Drawing on global trends, the potential options for the South African market include bioethanol, n-butanol, acetic acid, and lactic acid. It is estimated that the conversion of 70% of the lignocellulosic biomass available in SA would meet 24% of the country's liquid fuel requirement as a bioethanol equivalent. The most feasible sources of lignocellulosic biomass or waste for beneficiation in SA are generated by the agricultural sector, including sugarcane by-products and waste. Taking into consideration the abundance of lignocellulosic biomass, adequate market segment sizes, and socio-economic factors, it is apparent that there are potential opportunities to investigate the co-production of bioethanol with lactic acid or other bio-based chemicals on an industrial scale. [ABSTRACT FROM AUTHOR]

Many South African municipalities suffer servicedelivery problems that can usually be ascribed to inadequate management, skills, and budgets. The reasons for these, in turn, invariably include weak economic base, unwise spending of available funds, and difficulty in recruiting and retaining skilled staff. The White Paper on Local Government of 1998, to which Valli Moosa, the then Minister for Provincial Affairs and Constitutional Development, referred as "almost [being] regarded as a 'mini- Constitution' for local government", together with the Municipal Demarcation Act of the same year, spelled out the framework in terms of which the local government system would be transformed. Municipalities, covering the entire country "wall-towall", were thereafter established and powers and functions were assigned to them. After more than two decades, there can no longer be any doubt that many municipalities are, to a significant extent, failing in their primary duty of delivering services. The author sought to investigate to what extent this failing is due to flaws in the 'mini-Constitution'. By examining aspects of the performance of municipalities, the article assesses key assumptions made by the drafters of the White Paper in respect of a number of key attributes for service delivery. These attributes include sufficient skills and funding, prudent budgeting and effective spending, good leadership, adequate systems and data, stability of the senior leadership, and the presence of trust and credibility. The article finds that many of the assumptions were flawed, with severe consequences for service delivery. [ABSTRACT FROM AUTHOR]

Municipal waste management is a major challenge for local governments in South Africa and Namibia, as in other developing countries. The circular economy concept in waste management is an alternative sustainable development framework that has the potential to combat resource depletion, pollution, and poverty while achieving the SDGs. The purpose of this study was to investigate the current waste management systems in Langebaan and Swakopmund municipalities resulting from municipal policies, procedures, and practices in the context of a circular economy. A mixed method approach was used to collect qualitative and quantitative data through structured in-depth interviews, document analyses, and direct observation. The study found that the Langebaan and Swakopmund municipalities have not yet fully implemented the circular economy concept into their waste management systems. A mix of waste consisting of papers, plastics, cans, tyres, and organic products is dumped into landfills weekly at a rate of about 85%. The main challenges to implementing the circular economy concept include: lack of technical solutions, inadequate regulatory frameworks, insufficient financial resources, lack of private sector involvement, insufficient human resource capacity, and inadequate information and knowledge. A conceptual framework was therefore proposed to guide the municipalities of Langebaan and Swakopmund in implementing the circular economy concept in their waste management systems. [ABSTRACT FROM AUTHOR]

This paper considers the use of paper by academics and student computer laboratories at Rhodes University as a basis for identifying areas to reduce the amounts used and increase rates of recycling. A sample of 50 academic staff monitored the volume and purpose of the paper they used over 5 months, and the procurement officers in all the academic departments were interviewed regarding the total amount of paper used per academic department. Mean use was 34±20 new sheets of paper per working day, of which 3% were trashed, 15% were kept for later use (as scrap or printed on the opposite side) and 79% were given out as notes to students, filed as records or posted out as mail to other departments or institutions. There was a significant relationship between number of students served by a department and the overall demand for paper, as well the number of staff per department and the number of recycling bins. The university could save approximately US$ 7000 per year for every 10% reduction in current use of paper (12,784reams/year). Reduction in paper usage could be achieved through an increase in re-use of paper, printing handouts for students on both sides of each sheet of paper and by investing in printers that are capable of printing on both sides of a sheet of paper. Double-sided printers are only 20–25% more expensive than single-sided ones, but will potentially reduce paper usage by half. A 40% reduction would save the university approximately US $ 20,000 per year in direct costs, and more in reduced waste streams, as well as help promote the environmental image of the university. On a per unit basis, the higher costs for a double-sided printer in offices would be repaid in 9 months or less through reduced paper use. [Copyright &y& Elsevier]

Paper sludge samples collected from recycling mills exhibited high ash content in the range of 54.59%–65.50% and glucose concentrations between 21.97% and 31.11%. Washing the sludge reduced the total ash content to between 10.7% and 19.31% and increased the concentration of glucose, xylose and lignin. Samples were screened for ethanol production and fed-batch simultaneous saccharification and fermentation (SSF) was optimised for the washed samples that resulted in highest and lowest ethanol concentrations. Maximum ethanol concentrations of 57.31 g/L and 47.72 g/L (94.07% and 85.34% of the maximum theoretical yield, respectively) was predicted for high and low fermentative potential samples, respectively, and was experimentally achieved with 1% deviation. A generic set of process conditions were established for the conversion of high ash-containing paper sludge to ethanol. Techno-economic analysis based on three different revenue scenarios, together with Monte Carlo analysis revealed 95% probability of achieving IRR values in excess of 25% at a paper sludge feed rate of 15 t/d. Feed rates of 30 t/d and 50 t/d exhibited a cumulative probability of 100%. This study presents the technical feasibility and economic viability of paper mills expansion towards bioethanol production from paper sludge. [ABSTRACT FROM AUTHOR]

South Africa is rapidly obliterating its cultural resources and indigenous values. Particularly, this is the case in rural South Africa where manifestations of socio-economic declensions are evident. However, a number of the policies that are meant to enhance rural development lack a cohesive strategy that is based on culture-based theoretical frameworks. The paper argues that the conspicuous disregard to address rural development and its concomitant socio-economic challenges in the Revised White Paper on Arts, Culture, and Heritage, 2017, by the Department of Arts and Culture (DAC), now (DSAC); poses a great threat to sustainable rural development [ABSTRACT FROM AUTHOR]

Geographical information systems (GIS) were phased into the geography curriculum of South African schools from 2006-2008 as part of the National Curriculum Statement (NCS) for grades 10-12. Since its introduction, GIS education in schools across the country has been met with a number of challenges including the cost of purchasing the hardware and software required to elucidate the basic concepts of GIS to learners. This article examines the introduction of GIS education in schools in South Africa. The development and distribution of a paper-based GIS educational package for resource-poor schools in the country is also highlighted. Preliminary educator and learner evaluations of the paper-based GIS package are discussed and the broader learning opportunities and benefits associated with flexible teaching mechanisms are examined. (Contains 4 figures and 3 notes.)

Using a post-structural lens, I make arguments against homogenising people's conditions and circumstances. In particular, I acknowledge that the post-1994 reform agenda intended to streamline the previously fragmented and segregated higher education landscape under the apartheid regime. Black women, who are the main target of this article suffered triple marginalisation - race, social class and sexism. The aim of the article is to show the tensions that exist within the White Paper: A Programme for the Transformation of Higher Education (DoE 1997). The said tensions have stifled the attainment of gender equity and equality; effectively widening the gender fissures in post-1994 South African higher education. I argue that we should not take for granted phrases such as "equal opportunities" and "equal access" in policies. Instead, we should seek their meaning and achievement inter alia in earnest for the targeted group. Therefore, I postulate that gender and gendering is complex and very fragmented. For this reason, formulating transformation interventions on the premise of equality for all does not necessarily guarantee gender equality or gender equity. With this in mind, a "one-size fits all" approach to redressing gender equality is implausible and does not suffice in addressing salient gender injustices. I propose a multifaceted approach, which encompasses a realistic and holistic outlook on the divergent needs of black women in particular and women in general as a possible solution to the current challenges. [ABSTRACT FROM AUTHOR]

Questions are used to obtain information, stimulate thinking, and redirect reasoning. Academics in higher education use questions on a daily basis to stimulate thinking and reasoning in students. Final examination papers are used by academics to assess the retention and application skills of students. The assumption, however, exists that questions relating to application skills at universities of technology should start to dominate the higher academic levels in education, with a subsequent drop in questions regarding retention skills. These questions may be categorized as either higher order or lower order questions. This article attempts to distinguish between these two types of questions in light of Bloom's taxonomy, with similar concepts such as deep and surface learning being examined. The literature review is applied to an electrical engineering module titled Electronics, which serves as the case study. The results of this study indicate that a high percentage of the final examination papers dealt with the objective "Application," where students had to make use of numerous mathematical equations to solve various unknowns. The results also indicated that academics in electronics are using more lower order than higher order questions in their final examination papers. A balance is suggested between these two types of questions for various academic levels at universities of technology. (Contains 3 tables and 1 figure.)

Badiou's ontological work draws attention to multiplicities--the oneness of ontology, which he explains can only become ontologically differentiated into events or sites through political, artistic or amorous practices that philosophies can think and invent from. He also draws attention to the fusion of events and sites, and he explains that events (such as producing special issues of journals located in particular sites) are reflexive. He also tells us, however, that the reflexive structure of an artistic or scientific event (such as producing a special issue of a journal) is not always immediately evident. In writing this response article I work with this concept--and probe how the production of events (such as a special issue of a journal produced in a specific site) may be reflexive. This is the purpose of the article. This response article therefore probes some of the political, structural and intellectual processes that come to shape scholarship in different sites, and here I draw on the insights into social imaginaries provided by Charles Taylor to develop a perspective on the scholarship that is reflected in this journal. Through this, I seek to open the notion of multiplicities, oneness and the particularities of our social imaginaries as themes for thinking about educational scholarship events produced within and across geo-physical, socio-ecological and socio-economic spaces in different parts of the world. (Contains 5 notes.)

Rhodium as a national strategic reserve metal, has the irreplaceable role of other metals, but its resources are mainly concentrated in some countries in South Africa, and rhodium resources are very scarce in our country. In the process of industrialization in China, a large number of rhodium-containing homogeneous spent rhodium catalysts are produced, of which rhodium content is much higher than that of ores, so it is particularly important to recover rhodium from rhodium-containing homogeneous spent catalysts. By referring to the relevant literature, this paper summarized the recycling methods and prospected its prospects. [ABSTRACT FROM AUTHOR]

Due to an increasing demand, companies have started producing recycled products. However, little is known about the specific purchase behavior. Hence, this study analyses the factors influencing purchase intention for recycled products including differences related to different types of products and between Germany and South Africa. A quantitative study in Germany (n = 603) and South Africa (n = 692). shows that purchase intention is significantly higher in South Africa. The influencing factors (individual, product, and context related constructs) are the same in both countries, but they differ regarding their strength. Thus, the factor "attitude/environmental concern" has the strongest influence in South Africa, while it is "value/accessibility" in Germany. Furthermore, purchase intention for mobile phones is generally smaller than for t‐shirts and toilet paper. Purchase intention for recycled t‐shirts is significantly higher in South Africa than in Germany. [ABSTRACT FROM AUTHOR]

Public libraries are established to promote literacy, cultural heritage, and the dissemination of information. Due to the Covid-19 pandemic, public libraries across the globe had to close their physical spaces and change their service models. This qualitative study investigated information provision by a public library in the Limpopo Province, South Africa, during the national public health restrictions to determine what means were applied to sustain service provision. The paper reports on ways used by the library to provide information to users at the time. Data were collected from the chief librarian and four librarians using face-to-face interviews and one focus group. The data were thematically analysed. Findings indicated that no services were offered to users during the time of the Covid-19 restrictions. The paper recommends the digital literacy training of users, the use of free databases, and the introduction of online library services. [ABSTRACT FROM AUTHOR]

The ParlaMint project, a CLARIN flagship initiative, seeks to standardize the representation of parliamentary data across diverse languages and regions. Version 3.0 of ParlaMint encompasses corpora from 26 European countries and autonomous regions, available for download and search under the CC-BY license. These corpora adhere to a common XML encoding schema, ensuring interoperability. This study evaluates the feasibility of applying the ParlaMint schema to the proceedings of the Parliament of the Republic of South Africa. Through the conversion of a randomly selected parliamentary session, we scrutinize how various elements are modelled, delineating the steps required to initiate a comprehensive encoding endeavour. The experiment starts with data retrieval by downloading Hansard records from the South African Parliament website. An English session was selected to streamline processing for non-South African researchers. The original format consisted of session headers, metadata, introductory messages, and debate records. Speeches were identified by uppercase headers and segmented into paragraphs. Transcript conversion entailed extracting data from the PDF, eliminating technical elements, and ensuring continuity of utterances. Speaker names and functionswere identified, and the sessionwas transformed into ParlaMint-compliant TEI XML format. Meta-comments, including applause, laughter, and interruptions, were categorized based on typical phrases. Quotations, marked with indentation in the original transcript, were manually encoded as TEI elements. Foreign-language fragments were treated as gaps, with English translations provided. Multiparagraph foreign utterances were encoded paragraph by paragraph. Speaker metadata was stored in separate XML files, listing organizations and individual speakers. Speaker names and roles were converted into XML IDs, and web pages were linked for additional information. Speaker type was designated based on metadata, distinguishing between chairs, guests, and regular speakers. The encoded session comprised 95 utterances, with varying distributions among speakers. The proposed conversion process serves as a starting point for the larger endeavour of encoding South African parliamentary data in the ParlaMint schema. While not exhaustive, this study lays the groundwork for expanding the ParlaMint dataset to include African parliamentary records. [ABSTRACT FROM AUTHOR]

Background: Low- and middle-income countries (LMICs), including South Africa, are currently experiencing multiple epidemics: HIV and the rising burden of non-communicable diseases (NCDs), leading to different patterns of multimorbidity (the occurrence of two or more chronic conditions) than experienced in high income settings. These adversely affect health outcomes, increase patients' perceived burden of treatment, and impact the workload of self-management. This paper outlines the methods used in a qualitative study exploring burden of treatment among people living with HIV/NCD multimorbidity in South Africa. Methods: We undertook a comparative qualitative study to examine the interaction between individuals' treatment burden (self-management workload) and their capacity to take on this workload, using the dual lenses of Burden of Treatment Theory (BoTT) and Cumulative Complexity Model (CuCoM) to aid conceptualisation of the data. We interviewed 30 people with multimorbidity and 16 carers in rural Eastern Cape and urban Cape Town between February-April 2021. Data was analysed through framework analysis. Findings: This paper discusses the methodological procedures considered when conducting qualitative research among people with multimorbidity in low-income settings in South Africa. We highlight the decisions made when developing the research design, recruiting participants, and selecting field-sites. We also explore data analysis processes and reflect on the positionality of the research project and researchers. Conclusion: This paper illustrates the decision-making processes conducting this qualitative research and may be helpful in informing future research aiming to qualitatively investigate treatment burden among patients in LMICs. [ABSTRACT FROM AUTHOR]

Online assessment in mathematics is becoming more prominent as mathematics and the internet become more compatible. This paper is based on a case study of a web-based calculus course in which a combination of paper and online assessment is used for assessing various activities. The paper first investigates what student assessment preferences are and shows that there is a leaning towards a preference for online assessment, yet students still show a preference for a combination of online and paper assessment for term tests. Secondly, the paper shows that standards are maintained when incorporating an equally weighted online component into the assessment model for the case under consideration. The investigations are conducted from a background of having been involved in teaching online mathematics courses for the last four years.

Purpose: The pervasive use of plastics, coupled with inadequate waste management systems in many countries, has led to widespread leakage of plastics into the environment. In South Africa, the predominant type of shopping bags are single-use plastic bags; but paper, biodegradable plastic and re-usable bags have emerged as alternatives. To compare these alternatives in terms of environmental impacts across the whole product life cycle, we carried out a cradle-to-grave life cycle assessment (LCA) of 16 shopping bag types available in South Africa. Methods: The comparison includes single-use plastic, bioplastic and paper bags, as well as re-usable bags (typically made from plastic in South Africa). The functional unit was based on the estimated annual volume of groceries purchased per capita. An attributional LCA was carried out using the ReCiPe 2016 Midpoint(H) method, with 18 mid-point impact categories. In addition, given the lack of an impact category for plastic pollution in existing methods, we developed a mid-point indicator based on the persistence of plastics (and other materials) leaked to the environment (Persistence of leaked material, PersistenceLM). Specific attention was placed on modelling end-of-life and waste management in the South African context. Economic-based allocation at the point of substitution was used to apportion environmental impacts to virgin and recyclate material, and the production of recyclate was modelled using system expansion. Results and discussion: Re-usable bag types, specifically the 70 µm High Density Polyethylene (HDPE) and non-woven Polyester bags, had the lowest environmental impacts for all indicators, except PersistenceLM. Paper and biodegradable plastic bags had a lower PersistenceLM impact as compared to the petro-based plastic bags, and therefore may be preferable in terms of avoiding plastics accumulating in the environment. The re-usable bags need to be used at least 3 to 10 times to offer lower environmental impacts than single-use ones. Among the single-use bags, biodegradable bags made from imported Polybutylene Adipate Terepthalate (PBAT) plus starch showed the lowest environmental impacts across all impact categories, including PersistenceLM, followed by the Paper bag. The single-use 24 µm HDPE bag (HDPE_24) with no recycled content had the highest overall environmental impacts, while increasing the recycled content reduced overall environmental impacts by up to 52%. Compared to other countries, the high environmental impacts of plastic bags in South Africa can largely be attributed to the coal-to-liquids process used for polymer production, which is intensive in terms of both energy and raw materials. [ABSTRACT FROM AUTHOR]

Reporting bias in adolescent behavioural research may be overcome with the use of personal digital assistants (PDA) or other computer based technologies. However, there is little insight into the use of these tools among adolescents in low resource settings. We compared self-administered paper questionnaires with PDA questionnaires to collect sexual behaviour data from a sample of 11-19 year olds living in a periurban, Xhosa-speaking community in South Africa. There was a high level of agreement between sexual risk behaviour data collected via each method (kappas greater than or equal to 0.50). Data collected from the PDA questionnaires were more complete. Subjectively, adolescents found the use of PDA to be simple and confidential. PDA may be a useful method to collect sensitive, self-reported information from adolescents in resource-limited settings.

Investigates the implications of language in education policy in post apartheid South Africa, for both schools and universities, examining recommendations of the Language Task Action Group (LANGTAG), which was delegated to establish South Africa's language-related needs and policies across different societal domains. The paper supports a proposed national policy but challenges LANGTAG's implementation strategies, making several of its own recommendations for implementation. (SM)

Background: Rapid reviews have emerged as an approach to provide contextualized evidence in a timely and efficient manner. Three rapid review centers were established in Ethiopia, Lebanon, and South Africa through the Alliance for Health Policy and Systems Research, World Health Organization, to stimulate demand, engage policymakers, and produce rapid reviews to support health policy and systems decision-making. This study aimed to assess the experiences of researchers and policymakers engaged in producing and using rapid reviews for health systems strengthening and decisions towards universal health coverage (UHC). Methods: Using a case study approach with qualitative research methods, experienced researchers conducted semi-structured interviews with respondents from each center (n = 16). The topics covered included the process and experience of establishing the centers, stimulating demand for rapid reviews, collaborating between researchers and policymakers, and disseminating and using rapid reviews for health policies and interventions and the potential for sustaining and institutionalizing the services. Data were analyzed using thematic analysis. Results: Major themes interacted and contributed to shape the experiences of stakeholders of the rapid review centers, including the following: organizational structural arrangements of the centers, management of their processes as input factors, and the rapid reviews as the immediate policy-relevant outputs. The engagement process and the rapid review products contributed to a final theme of impact of the rapid review centers in relation to the uptake of evidence for policy and systems decision-making. Conclusions: The experiences of policymakers and researchers of the rapid review centers determined the uptake of evidence. The findings of this study can inform policymakers, health system managers, and researchers on best practices for demanding, developing and using rapid reviews to support decision- and policymaking, and implementing the universal healthcare coverage agenda. [ABSTRACT FROM AUTHOR]

Background: Basic palliative care teaching should be included in training curricula for health care providers (HCPs) at all levels of the health service to ensure that the goal set by the South African (SA) National Policy Framework and Strategy for Palliative Care, to have an adequate number of appropriately trained HCPs in South Africa, is achieved. Furthermore, palliative learning objectives for nurses and doctors should be standardised. Many SA medical schools have integrated elements of Palliative Medicine (PM) teaching into undergraduate medical training programmes for doctors; however, the degree of integration varies widely, and consensus and standardisation of the content, structure and delivery of such PM training programmes are not yet a reality. Aim: This joint position paper aims to describe the current state of undergraduate medical PM teaching in South Africa and define the PM competencies required for an SA generalist doctor. Setting: Palliative Medicine programme leads and teachers from eight medical schools in South Africa. Methods: A survey exploring the structure, organisation and content of the respective medical undergraduate PM programmes was distributed to PM programme leads and teachers. Results: Responses were received from seven medical schools. Through a process of iterative review, competencies were defined and further grouped according to suitability for the preclinical and clinical components of the curriculum. Conclusion: Through mapping out these competencies in a spiralled medical curriculum, the authors hope to provide guidance to medical curriculum designers to effectively integrate PM teaching and learning into current curricula in line with the goals of the SA National Policy Framework and Strategy on Palliative Care (NPFSPC). [ABSTRACT FROM AUTHOR]

Ropalidia amabala sp. nov. is described and compared to the known African species of this genus. In addition, the nest and nesting habits are described. This species demonstrates the nesting pattern previously recorded only in Madagascar, which includes nesting directly on a tree trunk and using lichen as the nest-building source material to blend in with the surrounding lichen patches. In contrast to the Malagasy species, which clean the nesting area of lichen, this new South African species constructs the nest in a clear area of the trunk between patches of lichen. This provides excellent visual concealment of the nest and suggests that visually driven predators are the primary selective factor. The morphology for both sexes of this species disagrees with known Malagasy species, suggesting that they are separate evolutionary lineages and hence that this nesting behaviour evolved independently. [ABSTRACT FROM AUTHOR]

Several new classes of drugs have recently been developed for the management of Inflammatory Bowel Disease (IBD). In response, updated international guidelines have been published providing recommendations on how to incorporate these agents into existing treatment algorithms. Recent approval of these new therapies in South Africa has however raised many questions on how they should best be used in a local setting. Since no formal guidance is available, the South African Gastroenterology Society (SAGES) has put forward, in the present position paper, guidance on the best use of both existing and novel drug therapies in the management of IBD in the South African setting. [ABSTRACT FROM AUTHOR]

In this article we argue that in South Africa the current format of legitimised participation and practice in the examination papers for Mathematical Literacy restricts successful apprenticeship in the discipline of scientific mathematics and limits empowered preparation for real-world functioning. The currency of the subject, then, is brought into question. We further argue that the positioning of the subject as a compulsory alternative to Mathematics and the differential distribution of these two subjects to differing groups of learners facilitates the (re)production and sustainment of educational disadvantage. We draw on Dowling's theoretical constructs of differing domains of mathematical practice and positions and focus analysis on a collection of nationally set exemplar Grade 12 examination papers to identify legitimised forms of participation in the subject. We conclude by arguing for a reconceptualised structure of knowledge and participation in Mathematical Literacy and make preliminary recommendations in this regard. [ABSTRACT FROM AUTHOR]

Introduction: Administering patient-reported outcome measures (PROMs) by text message may improve response rate in hard-to-reach populations. This study explored cultural acceptability of PROMs and compared measurement equivalence of the EQ-5D-3L administered on paper and by text message in a rural South African setting.Materials and Methods: Participants with upper or lower limb orthopaedic pathology were recruited. The EQ-5D was administered first on paper and then by text message after 24 h and 7 days. Differences in mean scores for paper and text message versions of the EQ-5D were evaluated. Test-retest reliability between text message versions was evaluated using Intraclass Correlation Coefficients (ICCs).Results: 147 participants completed a paper EQ-5D. Response rates were 67% at 24 h and 58% at 7 days. There were no differences in means between paper and text message responses for the EQ-5D Index (p = 0.95) or EQ-5D VAS (p = 0.26). There was acceptable agreement between the paper and 24-h text message EQ-5D Index (0.84; 95% Confidence Interval (CI) 0.78-0.89) and EQ-5D VAS (0.73; 95% CI 0.64-0.82) and acceptable agreement between the 24-h and 7-day text message EQ-Index (0.72; CI 0.62-0.82) and EQ-VAS (0.72; CI 0.62-0.82). Non-responder traits were increasing age, Xhosa as first language and lower educational levels.Conclusions: Text messaging is equivalent to paper-based measurement of EQ-5D in this setting and is thus a viable tool for responders. Non-responders had similar socioeconomic characteristics and attrition rates to traditional modes of administration. The EQ-5D by text message offers potential clinical and research uses in hard-to-reach populations. [ABSTRACT FROM AUTHOR]

Using a qualitative historical research approach, this paper examines the contextual influences, including the formulation motive and their possible impact on policy implementation, of the South African (SA) e-Education White Paper 7 (WP7). A critical discourse analysis (CDA) was conducted on the policy and data was collected through semi-structured interviews (SSI) with purposefully selected participants. Findings of the study reveal tacit contradictions and tensions depicting a policy in contradiction with itself, carrying the hallmark of a symbolic policy. That is, a policy characterised by lack of direction, contradictions in its motive of formulation, no dedicated resources for its implementation, distorted communication resulting from the validity tests, and lack of "material consequences" (Rivzi and Lingard, 2009, p.8). The circumstantial context (socioeconomic and political) of its formulation, dictated to by the prescripts of the negotiated political settlement (NPS), that ushered in the new democratic South Africa (SA), is found to have taken precedence. It further overshadowed critical analysis on the educational needs, which would have informed a better strategic integration of Information and Communication Technology (ICTs) in education. The circumstantial context resulted in a lack of a common goal between policy actors and interest groups. This, to the extent that the former thought of capitalising on the donations of the latter for their own political interests, while the latter saw in the formulation of such policy a way of imposing Government spending in favour of their businesses. These circumstances may have contributed to the policy's failure to reach its set textual objectives and goal by 2013. [ABSTRACT FROM AUTHOR]

Interrogating the White Paper 3 of 1997 which upholds academic freedom, institutional autonomy and public accountability, I make the case for justice through higher education using public accountability. I argue that the higher education system in South Africa is capable of fulfilling such a role in the context of extreme injustices but not without a critical engagement of the extent and causes of these injustices and an understanding of their implications for academic curricula, practices and deeply embedded conceptions of knowledge. A redefinition of higher education institutions' public accountability in terms of responsibility to their 'institutional locale' or community (the populations whose needs they should be meeting) can be an effective 'proactive tool' with which higher education can redress social injustices. This requires an interrogation of the social, political and economic conditions of possibility that either inhibit or aid educational desire and attainment. An investigation of this nature entails a rigorous reappraisal of all three of the key principles within which higher education systems operate—academic freedom, institutional autonomy and public accountability—if they are to guard against the continued perpetuation of epistemic and social injustices. [ABSTRACT FROM AUTHOR]