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This paper focuses on a study conducted in two historically disadvantaged schools (deep-rural and semi-urban) in South Africa where the rising access to mobile technology implies that the long-standing promise of mobile learning is becoming accessible despite the lack of recent research. This research aims to investigate the relationship between the type of school and various aspects of mobile phone use as well as differences in behavioural intention constructs to use mobile phones for learning. After a literature review, several hypotheses were developed. Using non-probability sampling techniques and the survey method, data was obtained from 128 participants, 79 from the deep-rural school and 49 from the semi-urban school. The semi-urban school exhibited slightly higher percentages in all aspects of cell phone use. Outside of mobile phone ownership and Internet access, all associations were significant. Significant differences were reported in favour of the semi-urban school for all constructs regarding the behavioural intention to use mobile phones for learning. However, the future of m-learning appears to be more promising than reported in earlier research by reporting positive behaviour from students in both schools. Critical stakeholders in education should take note and move from the goals of improving broad access to explicit objectives to implement m-learning in rural schools.

The global movement towards inclusive education aims to create a safe environment where teachers are expected to actively pursue various methods to implement asset-based support for all learners. The prominence of the learners' challenges, however, still guides most teachers' methods of support. Teachers need to review all the resources, strategies, and practices that can be used in the classroom to provide physical, social, emotional, and intellectual support to all learners. Mindful professional development can empower teachers to support learners in all aspects of their education. In this article we report on a study in which Grade 7 teachers' perceptions of a staff development workshop, which introduced them to an asset-based approach for learner support, namely, the identification and utilisation of character strengths, were explored. The main findings indicate that teachers gained new knowledge and greater insight and awareness about character strengths, which enabled them to rethink and reshape their perceptions of learner support. They came to view the identification of character strengths as a crucial component of effective learner support. The results of the research have implications for all schools to implement an approach to learner support based on character strengths.

Background: There is mounting empirical evidence that interacting with nature delivers measurable benefits to people which include physical health, cognitive performance, and psychological well-being. Aim: This study aimed at understanding and exploring how the power of nature and colleagues and principal support assist teachers to adapt and cope with stressors. Setting: The study was conducted in a private high school that uses the Cambridge Curriculum. Most of the students are from middle- and high-income households in the Roodepoort and Honeydew suburbs. Three male and eight female teachers participated in this study, with a mean age of 27 years and an age range between 24 years to 52 years. All the teachers were white, and they taught various subjects and they do not profess any particular religion. Methods: The study adopted a generic explorative qualitative design. Data were collected using semi-structured interviews and incomplete sentences. Data were analysed using content analysis to arrive at the themes. Results: The themes that emerged during data analysis pointed out two major protective factors that enable teachers in this school to adapt and cope resiliently -- the power of nature that surrounds the school (green space) and the principal and colleagues' support in the school. Conclusion: Natural beauty that surrounds the school that resembled a park, as well as support of the principal and colleagues contributes teacher resilience in the school. Contribution: The findings from the study pointed out how school principal and colleagues could support teachers to cope and adapt to stressors, particularly the garden.

Background: Early childhood development (ECD) practitioners are essential in governing foundational aspects, such as gross motor development and participation in physical movement. Aim: This study aimed to determine ECD practitioners in Vanderbijlpark's awareness of gross motor milestone acquisition and movement guidelines for children birth to 4 years. Associations between these ECD practitioners' demographic aspects and their determined awareness were also explored. Setting: This study included 50 ECD practitioners (M = 36.9 years) from nine ECD Centres (ECDCs) in Vanderbijlpark, South Africa. Methods: A descriptive quantitative, cross-sectional design was followed. Data was collected using a self-administered questionnaire. Data analysis included descriptive statistics and associations between practitioners' demographic aspects and their awareness of gross motor milestone acquisition and movement guidelines. Results: Correct awareness of gross motor milestone acquisition was mainly observed for milestones acquired during the first year of life. Participants' awareness of screen time guidelines was relatively good, while their awareness of movement and sleep guidelines was poor. Having children, as well as the age of these children, respectively, correlated significantly with practitioners' knowledge of standing alone (p = 0.007) and jumping 2 feet (p = 0.046). Participants' work experience or training was not significantly associated with their determined awareness. Conclusion: The sample of ECD practitioners in Vanderbijlpark, South Africa, did not have adequate awareness of gross motor milestones and recommended movement guidelines for children birth to 4 years. Contribution: Limited awareness of gross motor milestone acquisition and movement guidelines amongst ECD practitioners' warrants development of knowledge through ECD-related training, CPD opportunities, and short courses.

BACKGROUND: 2-Fucosyllactose (2-FL) is an oligosaccharide contained in human milk and possesses prebiotic and anti-inflammatory effects, which may alleviate skeletal muscle atrophy under caloric restriction. This study evaluated the impacts of 12 weeks of 2-FL supplementation in conjunction with exercise (10,000 steps/day, 5 days/week) and energy-reduced (-300 kcals/day) dietary interventions on changes in body composition and health-related biomarkers. METHODS: A total of 41 overweight and sedentary female and male participants (38.0 ± 13 years, 90.1 ± 15 kg, 31.6 ± 6.6 kg/m2, 36.9 ± 7% fat) took part in a randomized, double-blind, and placebo-controlled study. The participants underwent baseline assessments and were then assigned to ingest 3 g/day of a placebo (PLA) or Momstamin 2-F while initiating the exercise and weight-loss program. Follow-up tests were performed after 6 and 12 weeks. Data were analyzed using general linear model statistics with repeated measures and mean changes from baseline values with 95% confidence intervals (CIs). RESULTS: No group × time × sex interaction effects were observed, so group × time effects are reported. Participants in both groups saw comparable reductions in weight. However, those with 2-FL demonstrated a significantly greater reduction in the percentage of body fat and less loss of the fat-free mass. Additionally, there was evidence that 2-FL supplementation promoted more favorable changes in resting fat oxidation, peak aerobic capacity, IL-4, and platelet aggregation, with some minimal effects on the fermentation of short-chain fatty acids and monosaccharides in fecal samples. Moreover, participants perceptions regarding some aspects of the functional capacity and ratings of the quality of life were improved, and the supplementation protocol was well tolerated, although a small, but significant, decrease in BMC was observed. CONCLUSIONS: The results support contentions that dietary supplementation of 2-FL (3 g/d) can promote fat loss and improve exercise- and diet-related markers of health and fitness in overweight sedentary individuals initiating an exercise and weight-loss program. Further research is needed to explore the potential health benefits of 2-FL supplementation in both healthy and elderly individuals (Registered clinical trial #NCT06547801).

Proprioceptive kinaesthetic control underpins motor movements of developing children and can be influenced by several factors. The main aim of this study was to establish proprioceptive kinaesthetic coordination differences in six-year-olds from different school quintiles, of different genders, and with different handedness. A total of 193 six-year-olds from 10 schools of different quintiles in the Motheo District, Mangaung, were included, of which 97 (50.3%) were boys and 96 (49.7%) were girls. A quantitative cross-sectional study design was followed to determine proprioceptive kinaesthetic coordination differences. Right-handed participants performed significantly better than left-handed participants in the Finger-to-Nose task (p = 0.0125) when moving and positioning their dominant arm and hand. When using their dominant arm, significant differences in the shoulder-level-arm-raise (p = 0.0288) favoured boys. Girls showed superior execution of the force perception task (p = 0.0322). In conclusion, significant proprioceptive kinaesthetic coordination differences in six-year-olds were mainly not evident. Future work should explore proprioceptive kinaesthetic coordination differences in children of other ages and determine the practical implications of identified differences.

Objective: Using the FAST (Face, Arms, Speech, Time) Heroes educational programme, this intervention sought to educate residents in a nursing home to recognise and recall the three main stroke symptoms and prepare them to act in an appropriate way, in the event of a stroke emergency. Design: Participatory action research. Setting: A nursing home in Northern Greece. Method: Fifteen residents (n = 15, aged 78-92, mean age = 86.6 ± 4.4) were enrolled and educated through a series of FAST Heroes activities, specially tailored for this new target population. Stroke awareness was measured before, after and 3 weeks post-programme implementation. Fourteen residents completed the programme. Results: Participants demonstrated significant increases in stroke definition, stroke symptom knowledge, appropriate course of action and emergency number knowledge after completing the programme. Notably, 64.3% of participants could accurately identify stroke symptoms, and all participants (100%) correctly knew to call an ambulance in case of witnessing a stroke; 78.6% of the participants correctly identified the European emergency number 112. In the follow-up period, knowledge gain was retained as residents scored significantly higher in three out of four sections of the questionnaire. Conclusion: This study is the first attempt to utilise the FAST Heroes educational intervention in target populations which hitherto have had limited or no access to such educational programmes. This initial intervention showed promising results and could form the basis for extension to a wider population.

Although physical education (PE) provides a school-based platform for the enhancement of learners' physical health, implementation challenges can have a detrimental effect on learners' motivation to participate in physical activities and their fitness levels. Within the framework of the Self-determination Theory (SDT), meeting learners' basic psychological needs of autonomy, competence and relatedness in the PE class, can promote their fitness levels by enhancing their intrinsic motivation to be physically active. The purpose with this study was to investigate the effect of an in-service PE teacher training programme including needs-support teaching strategies on the physical and motor fitness levels of the learners of the participating teachers. Using a pre- and post-test experimental design, the fitness of 1 control and 4 experimental groups were assessed using standardised tests before and after the intervention programme. The intervention included implementing the needs-support teaching strategies acquired by the teachers during the once-off, 5-day teacher training programme, for 4 months while receiving continued support from the instructors of the course during those 4 months. The results show that the programme had a positive effect on the fitness levels of the learners in most of the tested fitness components, warranting the recommendation of SDT-based in-service training of PE teachers to support learners' motivation towards physical activity and fitness.

Airborne transmission of SARS-CoV-2 aerosol remains contentious. Importantly, whether cough or breath-generated bioaerosols can harbor viable and replicating virus remains largely unclarified. We performed size-fractionated aerosol sampling (Andersen cascade impactor) and evaluated viral culturability in human cell lines (infectiousness), viral genetics, and host immunity in ambulatory participants with COVID-19. Sixty-one percent (27/44) and 50% (22/44) of participants emitted variant-specific culture-positive aerosols  95%). There is considerable heterogeneity in potential infectiousness i.e., only 29% of participants were probably highly infectious (produced culture-positive aerosols

This paper reports on the lessons learnt from the COVID-19-induced emergency remote (online) teaching and learning of a one-year teacher education course. The final-year course, within a four-year Bachelor of Education programme, aimed at developing pre-service teachers' knowledge of the nature and process of learning and how to guide and support learning in diverse school contexts. The course was planned before the COVID-19 pandemic, and teaching and learning would have taken place on campus, with limited online activities. The ensuing lockdown in South Africa resulted in university teaching and learning moving abruptly online. We investigated lessons learnt from the transition to emergency remote (online) teaching. Data were generated by conducting semi-structured interviews with 20 student teachers about their experiences of the course. The data were analysed using the constant comparative method. Analysing the data highlighted the benefits of remote (online) teaching that should be considered when using a blended approach to harness online teaching affordances. As we advance, we will implement a fully blended approach, harnessing the affordances of both online and contact-based teaching and learning.

Background: A well-developed proprioceptive system is essential for motor control, muscle tone and voluntary movements. Sound proprioceptive development of young children can positively influence their motor abilities, while adequate movement abilities consequently form a strong foundation for young children entering the formal school setting. Aim: This study aimed to establish normal ranges for proprioceptive tasks in 6-year-old children. Setting: This study was conducted in the Mangaung, Motheo district, including 10 schools from five different quintiles. Methods: One hundred and ninety-three, 6-year-old participants (mean: 6.46, SD 0.27 years) were included in the study, of which 97 (50.3%) were boys and 96 (49.7%) were girls. Five field-appropriate tasks were identified to establish participants' proprioceptive abilities. Statistical analysis was largely descriptive of nature, and normal ranges were established based on the interquintile range of each task, which represented the middle 50% of data (between the 25th and 75th percentiles). Results: Normal ranges were identified as follows: 6-10 successful repetitions for the Angels-in-the-snow task; 22-30 s for the Rhomberg task; two to three successful repetitions per arm for the finger-to-nose task; two to four successful repetitions for the shoulder-level-arm raise (both arms and preferred arm), one to four successful repetitions for the shoulder-level-arm raise (non-preferred arm) and correct identification during the force perception task. Conclusion: Most tasks had a ceiling effect, and thus it is necessary for practitioners to use these established normal ranges of proprioceptive tasks for 6-year-olds to identify children with proprioceptive difficulties. Contribution: Proprioceptive difficulties of 6-year-olds can be identified using the normal ranges established.

Background: This study identifies potential assets of the minibus taxi industry space and alerts taxi drivers to the expectations of various role-players in education, through understanding the views of various role-players about minibus taxi drivers and their role in supporting education. Aim: Viewing the minibus taxi industry through alternative lenses may lead to development which may ultimately lead to an improvement in the attitudes of the taxi industry towards the education sector and perceived negative behaviour of taxi drivers. Setting: The study took place at three schools in Gauteng, South Africa. Methods: The study followed an interpretive, qualitative research approach for exploring and understanding various views. A case study design using Lefebvre's, 'Production of Space' theory and asset-based theory, were used as a theoretical framework in conjunction with the Johari Window model. Convenient sampling was applied. Focus group interviews, semi-structured questionnaires, fieldnotes, and observation were used for data collection and construction. Results: The results indicated that views which are embedded in individuals have many facets; hence, it is important to be aware of them to be able to identify the assets of minibus taxi drivers. Conclusion: Minibus taxi drivers are key role players, valuable facilitators and role models for learners, although educational development is needed. Contribution: Very little work has been done on the educational value of spaces such as taxis and transport vehicles; this research adds considerable value to this research lacuna.

Even a cursory review of the research literature over the past two decades will reveal many e-learning implementation challenges facing sub-Saharan Africa Higher Education Institutions. The last available systematic review of these challenges was conducted in 2017. To address this gap and by following the PRISMA-ScR guidelines, our systematic review aimed to find answers to the following two research questions: (a) What e-learning challenges were identified in research conducted in Higher Education Institutions in sub-Saharan Africa from 2016, and (b) Which e-learning challenges identified before 2016 remain and which are new? Using search terms and synonyms associated with e-learning challenges, three reviewers performed a Boolean search in Google Scholar, Web of Science, and Scopus. After duplicates (113) were removed, a total of 353 potential articles were imported into a collaboration platform and filtered using the following inclusion criteria: (1) Higher Education Institutions in sub-Saharan Africa (2) English articles from 2016 to 2022 (3) user data on real-world e-learning implementations are available (4) use of a computer/mobile device excluding m-learning approaches and (5) blended or fully online courses. After a selection process where article sets were reviewed, rotated, and conflicts resolved, 25 articles that met the inclusion criteria formed the primary evidence base. After a data collection process and using selected Grounded Theory techniques, a total of 48 challenges, synthesised in 25 challenge categories, were identified across six themes: university-related (36 citations), instructor-related (20), access-related (14), LMS-related (10), student-related (9) and computer literacy-related (9). The main challenges categories were ICT infrastructure (14 citations), technical support (10) and student bandwidth (8), while the secondary challenges were mainly related to the instructor: commitment and capacity (7), capacity (6), LMS training (6) and instructional design and support (5). Suggestions are offered to address key challenges related to ICT infrastructure, technical support, and student bandwidth. Secondary challenges, which are mainly related to the instructor, are proposed to be resolved by a skilled and energetic instructional design and support team. Although many challenges identified before 2016 were reinforced in this investigation, no new challenges were identified. Overall, the number of citations for specific challenges shows that most challenges are context-specific, that is, limited to single HEIs. However, when combined in challenge categories and reflected as themes, the review reveals many challenges to remain persistent. To ensure that an institution, its instructors, and its students are geared and supported stepwise, a holistic top-down approach that considers all challenges is required. To achieve this, a recommendation for further research is the development of an updated SSA-specific checklist that can be used to rate e-learning readiness in terms of importance and context. The research aims to provide active researchers in the field with an update on the status of research on e-learning challenges in SSA, as well as to make decision-makers aware of potential challenges when implementing e-learning in the SSA context. This may result in better institutional strategies to support e-learning practitioners, as well as to ensure the effective development and implementation of e-learning management systems.

Medical students' transition from high school to university can lead to academic and social challenges, disconnection from university life, and possible drop out. Hence, some medical education institutions use remediation programmes to address these transition challenges. This study used a social learning and integration theory to identify factors that affect the social learning and integration of first-year medical students who had completed a six-month remediation programme. A nominal group technique involving 15 participants was used to collect data. Results revealed under-preparedness, self-management, alienation, confidence, and academic advice as the social learning and integration factors that can affect transition. Self-awareness and self-management were identified as complementary skills to address these factors and promote successful transition. In conclusion, students can make valuable contributions to address social learning and integration factors and enhance successful transition. Moreover, universities must also consider designing programmes that will promote successful transition of especially undergraduate medical students.

Background: Perceptual motor development is crucial during early childhood and not properly addressing it in physical education (PE) can be detrimental. Aim: To determine the effect of a South African curriculum-aligned PE intervention on the visual-motor integration (VMI), visual perception (VP) and motor coordination (MC) of 6-year-old children. Setting: Quintile 3 schools in Mangaung, Free State Province, South Africa. Methods: Grade 1 children from two quintile 3 schools in Mangaung were recruited. Complete data sets were obtained for 44 participants. A quantitative randomised control trial design was followed. The Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (Beery VMI-6), determined participants' VMI, VP and MC during the pre- and post-tests. The "KaziKidz" toolkit was used as intervention during 10 sessions of 40 min each for the experimental group, while the control group continued with the South African PE curriculum. The Fisher's exact and Kruskal--Wallis tests were used for pre- and post-test comparisons, with p < 0.05 indicating statistical significance. Results: The median age of the control (n = 18) and intervention (n = 26) groups was 6.7 and 6.5 years, respectively. Post intervention, the intervention group displayed significantly improved VMI (p = 0.042) and VP (p < 0.001), compared to the control group. No significant differences between the groups were observed for MC. Conclusion: Exposure to PE including perceptual motor aspects significantly improved the VMI and VP of 6-year-old children. Contribution: Results deemed the "KaziKidz" toolkit to be a successful mode of PE delivery to improve the perceptual skills of Grade 1 learners in South Africa.

This study explored learning which occurred when mature distance education students co-developed an open educational resource (OER) with their lecturers using Smith's critical reflection as a method to guide reflection on their learning. This study is significant since student learning on the co-development of an open educational resource could not be found in the literature. Within an interpretative paradigm, we used questionnaires with mainly open-ended questions to determine a particular group of students' learning. Findings indicate learning about themselves, their interactions, and their contexts. The study puts forward specific implications to improve future practices based on the findings. The specific contribution is that students who engage in critical self-reflection change their perspectives, allowing them to self-examine and reflect on future actions. This learning experience assists students, lecturers and institutions of higher education in their approach toward critical reflection and the co-development of OER.

Iridium has emerged as the leading catalyst material for the anodic oxygen evolution reaction (OER) in acidic media. Often, iridium is mixed with more stable materials such as titanium. For these materials, the electronic structure of titanium plays a crucial role since with varying degrees of oxidation titanium transforms to semiconducting or even insulating phases. Yet, the electronic properties of mixed Ir-TiOx catalysts have never been systematically studied. In this study, we correlate the catalytic performance of mixed Ir-TiOx-based OER catalysts with the electronic structure of the surface layers. For this, a thin film material library with a 20-70 at. % Ir (Ir/[Ir + Ti]) compositional gradient was prepared. We used inductively coupled plasma mass spectrometry to test the OER activity and stability of the set of mixed Ir-TiOx catalyst candidate materials. Complementary, Ti L2,3- and O K-edge X-ray absorption spectroscopy and depth-dependent X-ray photoelectron spectroscopy measurements were performed to correlate the catalytic performance with the composition and electronic property profiles of these mixed Ir-TiOx OER anode catalysts. The spectroscopic analysis reveals that titanium is present as an intermixed matrix of semiconductive but stable TiO2, conductive but less stable titanium-suboxides (TiOx), and highly conductive but highly unstable metallic Ti(0). The extent of the titanium oxidation strongly depends on the titanium content, with a lower degree of oxidation observed for lower titanium (and thus higher iridium) contents. For an iridium loading of 70 at. %, the respective mixed Ir-TiOx catalyst showed a similar OER activity to that of the pure metallic iridium (1.74 vs 1.59 VRHE, respectively) but with a 71% lower iridium dissolution rate relative to the pure metallic iridium. This demonstrates the stabilization effect of titanium addition while maintaining high OER activity.

Abstract This study compared the reactivity of a plagioclase concentrate subjected to two processes: (1) direct acid leaching and (2) thermochemical treatment with ammonium sulfate followed by leaching. The sample was prepared from coarse-grained pyroxenite rock retrieved from the Bushveld Igneous Complex, South Africa. It contained 78% plagioclase (labradorite), 9% orthopyroxene (enstatite) and 13% quartz. The elements contained in the concentrate were categorized into three groups based on their susceptibility to direct acid extraction after 6 h of leaching. Group 1 consisted of the highly reactive main elements of plagioclase (Al, Ca and Na, with extraction efficiencies of 95%, 89% and 81%, respectively). Group 2 included elements predominantly present in enstatite (Mg and Fe with extraction efficiencies of 41% and 55%, respectively). Group 3 was composed of slowly extractable Si (25%) from mostly plagioclase. Increasing the duration of direct acid leaching to 24 h had no effect on the extraction of Group 1 elements, whereas the extraction of Mg and Fe (Group 2) increased to >60%, and that of Si (Group 3) increased from 25 to 80%. The latter correlated with the nearly complete disappearance of the plagioclase blueprint in the XRD pattern of the residues generated after 24 h of leaching. In contrast, plagioclase had limited reactivity with ammonium sulfate during thermochemical treatment. Direct acid leaching of plagioclase-rich tailings can therefore generate leachates to be used as precursors for the preparation of value-added products, such as silica nanoparticles via a sol–gel route and calcium aluminate nanoparticles via solution combustion.

Abstract Leukocytes interact with other cells using cell surface receptors. The largest group of such receptors are non-catalytic tyrosine phosphorylated receptors (NTRs), also called immunoreceptors. NTR signalling requires phosphorylation of cytoplasmic tyrosine residues by SRC-family tyrosine kinases. How ligand binding to NTRs induces this phosphorylation, also called NTR triggering, remains controversial, with roles suggested for size-based segregation, clustering, and mechanical force. Here we exploit a recently developed cell-surface generic ligand system to explore the ligand requirements for NTR triggering. We examine the effect of varying the ligand’s length, mobility and valency on the activation of representative members of four NTR families: SIRPβ1, Siglec 14, NKp44 and TREM-1. Increasing the ligand length impairs activation via NTRs, despite enhancing cell-cell conjugation, while varying ligand mobility has little effect on either conjugation or activation. Increasing the valency of the ligand, while enhancing cell-cell conjugation, does not enhance activation at equivalent levels of conjugation. These findings are more consistent with a role for size-based segregation, rather than mechanical force or clustering, in NTR triggering, suggesting a role for the kinetic-segregation model.

The electronic properties of nine solid phosphorus (P)containing compounds with varying oxidation states and chemical environments, including GaP(‑III), InP(‑III), red-P(0), H3P(III)O3, Na2H2P2(IV)O6, H3P(V)O4, KH2P(V)O4, Na2HP(V)O4, and InP(V)O4, are investigated using X-ray absorption near-edge structure (XANES) spectroscopy in the hard (P K-edge) and soft X-ray regime (P L2,3edge). We find shifts in the absorption-edge positions and correlate them with the ligands surrounding the P atom, likely causing a different core−hole interaction screening for different compounds. Complementing the experimental analysis, ab initio many-body calculations of XANES spectra provide insights into the excitonic nature of the observed spectral features and their impact on the electronic structure of the materials. Furthermore, we report on P K-edge XANES measurements on aqueous phosphorus-containing acids, including H3PO3, H3PO4, and their mixtures. At first sight, the spectra of the aqueous acids are similar to those of their solid counterparts. However, close inspection reveals a slight red shift of the absorption edge and the presence of fewer spectral features compared with spectra of the respective solids. Mixtures of aqueous acids display spectral features corresponding to the individual components, indicating the potential for speciation and quantification through fingerprinting (Figure Presented).

Background Surveillance on nasopharyngeal Streptococcus pneumoniae carriage in older children would be informative in determining whether a single priming and booster dose of pneumococcal conjugate vaccine (PCV) provides durable protection against pneumococcal disease compared with traditional dosing schedules.Methods and objectives We report on the secondary study objective to evaluate overall, vaccine-serotype (VT), and non-vaccine serotype (NVT) S. pneumoniae colonization at 3, 4, and 5 years of age in children who were randomized to receive 10-valent or 13-valent PCV formulations at 6 (6w + 1) or 14 (14w + 1) weeks compared with a two-dose primary series (2 + 1), with all children receiving a booster dose at 9 months of age, using a multiplex nanofluidic qPCR assay.Results The prevalence of overall, VT, or NVT at 5 years of age between the 2 + 1 compared with the 6w + 1 or 14w + 1 groups for both PCV10 and PCV13 did not differ.Conclusion Although inconclusive, our findings suggest that a reduced 1 + 1 PCV dosing schedule is unlikely to increase breakthrough cases of VT pneumococcal disease in older children, which can inform decision-making on transitioning to a 1 + 1 schedule in South Africa.Clinical trial registration: The trial is registered at www.clinicaltrials.gov (identifier is NCT04275284).