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The global outburst of the Coronavirus (COVID-19) pandemic according to Burgess and Sievertsen (2020) impeded activities within the confines of many organisations and institutions around the world, thereby making it difficult to manage their traditional programmes. In a bid to keep the academic year open, and considering the unpredictable length of the pandemic, there was a massive adoption of emergency remote learning (ERL) through online learning platforms to replace most, if not all, traditional (contact or face-to-face) theoretical and practical lessons by educational institutions around the world (Aristovnik et al., 2020; Legg-Jack, 2020; Murphy, 2020; Shim & Lee, 2020; Moser et al. 2021). This study focuses on technology students' perception on the use of emergency remote learning during the COVID-19 pandemic. To achieve the objective of the study, the research is premised on the Technology Acceptance Model (TAM). The research involves students' use of online learning, and this is the major principle captured in TAM. Hence, the purpose is to explore technology students' perceived usefulness and ease of use for emergency remote learning during the COVID-19 pandemic at a university in South Africa.

Mathematics is one of the critical subjects studied worldwide and is a major for all science faculties and careers. However, it is 1 of the subjects in which performance is poor in all educational phases and bands. Therefore, with this research we aimed to consider the use of mother tongue in the learning and teaching of mathematics in schools. This qualitative research was a descriptive case study conducted in the OR Tambo Inland district, which comprises 2 satellite towns, Mthatha and Qumbu in the Eastern Cape province of South Africa. The focus area for the study was the Qumbu satellite. Twenty-four participants were selected through purposeful sampling. Participants were grouped in 4 focus groups with 6 members in each. An interview schedule guide with semi-structured and open-ended questions was used to collect data. A thematic approach and facts were used for data analysis and presentation. Research shows that the use of mother tongue is beneficial for all learners in all subjects, however, this is not what many teachers believe. We conclude with the recommendation that the broad South African community should be schooled in the value and impact of the use of mother tongue in education or consideration of mother-tongue-based bilingual education (MTBBE). There is a need for South Africans to understand the concept of MTBBE better. It provides advantages such as providing learners with an increased ability to think deeply, to express themselves clearly and to improve academic performance (Stoop, 2017).

While originally not designed for academic purposes, the use of social networking tools has gained popularity in academia. The purpose of this study was to explore student and lecturer views, experiences, and beliefs on using social networks for teaching and learning in a rural context. Utilizing the mixed-methods approach, a questionnaire and face-to-face interviews were utilized to collect data. Stratified random sampling and purposive sampling were utilized to identify respondents currently using social networks in their teaching and learning. The Statistical Package for Social Sciences (SPSS) software was used to analyze the quantitative data while content analysis was used to identify emerging themes from the collected data. We conclude that while students were very positive towards the use of social networks in class, not all lecturers have embraced the use of this technology in teaching and learning and have some apprehensive that social networks might disrupt learning. We recommend developing monitoring mechanisms to mitigate any negative use of social networks for learning and teaching and vigorous lecturer advocacy programs to develop positive attitudes and to encourage lecturers to embrace the use of social network platforms in teaching. We further recommend developing standards and procedures for using social network platforms in teaching and providing the tools to integrate them into learning and teaching. The impact of using these platforms need to be considered by designers and those who implement them in learning and teaching.

The growing animal welfare concerns regarding poultry production have led to the rearing of slow-growing meat type chickens also known as free-range chickens. In Zimbabwe these slow-growing chickens are gaining popularity as an alternative to the commercial broiler chickens owing to their preferred sensory attributes comparatively. Little is known regarding the quality of the meat versus that of the conventional broilers. We evaluated the physical characteristics and nutritional composition of meat from dual purpose slow-growing hybrids, Sasso C431 and TR51 in comparison with the commercial broiler breed Ross 308, under intensive feeding conditions. Birds were fed the standard commercial chicken feed produced by Hamara, a local chicken and chicken feed producing company. Birds were slaughtered on days 42, 56 and 70 of life where carcass and breast yield were measured. The pH, drip loss and cooking losses were determined for all carcasses. Proximate composition (dry matter, ash, protein, fat, carbohydrate) and mineral composition (iron, zinc and phosphorus) were determined for all the meat samples. The fast-growing broiler breed had a higher breast yield; than the slower-growing breeds, Sasso C431 and TR51 breeds (P

The purpose of this study was to explore the impact of mentors observation feedback on postgraduate certificate in education (PGCE) pre-service teachers’ development of the necessary competencies. The study which was qualitative in nature generated its data from 32 PGCE pre-service teachers using semi-structured interview protocol and this was analysed thematically. The findings of the study revealed that, the application of Hagger and Mclntyre’s theory of modelling, practice and feedback highlighted the positive impact of mentor-teacher observation feedback on PGCE pre-service teachers development of the necessary competencies required of a professional educator. The competencies revealed include lesson preparation and planning, pedagogical and content delivery techniques, classroom management promotion of inclusivity in the classroom, and grounding in disciplinary content knowledge among others. It was concluded that mentor-teacher observation feedback has the potential to improve and impact on pre-service teachers’ development of the necessary competencies required of a professional educator.

The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.

This study investigated the role of fish in addressing food and nutrition security challenges in Southern Africa, focusing on 10 countries including Angola, Zambia, Malawi, Mozambique, Namibia, Botswana, Zimbabwe, Lesotho, Eswatini, and South Africa. It examined the current state of food and nutrition security, fish production, and fish consumption patterns. Additionally, the study investigated the challenges and opportunities to enhance fish production in these countries thereby enhancing food and nutrition security. The findings revealed persistent challenges such as a high prevalence of food insecurity and malnutrition throughout the region. Fish production is hindered by overexploitation of fishery resources, inadequate fisheries management, susceptibility to climate-related shocks, limited investments in aquaculture, and inadequate access to input supplies such as quality fish seed and feed. Despite these obstacles, opportunities exist to promote sustainable fish production to enhance food security and nutrition. Countries endowed with extensive coastlines and inland waters exhibit significant potential for fishery development, while landlocked nations are increasingly exploring aquaculture as a viable solution. Addressing the challenges in fish production and capitalizing on opportunities requires comprehensive governance, technological innovation, policy interventions, and investment to ensure the sustainability and resilience of the fisheries and aquaculture industries in the region.

Drawing on Kimberlé Crenshaw’s theory of intersectionality, the article closely reads the interplay of race, gender and class in shaping female identities and experiences with witchcraft in selected isiZulu creative literature. We use a qualitative research approach in conjunction with thematic analysis as a data collection tool to extract recurring themes from the chosen novels. The study identifies overlapping themes regarding the representation of black South African women and witchcraft practices as depicted in the novels under examination. These themes illuminate the intersection of race, gender and class in constructing black female identities within cultural discourses. Contribution: This study contributes to scholarship on the literary works of B.J. Dube, Mandla Nxumalo, Christian Msimang, Langalibalele Mathenjwa, E.D.M. Sibiya, M.J. Mngadi and Mjajisi Wanda. It further adds to post-structural feminism in the field of African literature studies by analysing how race, gender and class converge in shaping the lived experiences of South African black women accused of witchcraft in isiZulu novels. By examining these themes, the study highlights how social power structures influence the construction of black female identities within South African cultural landscapes.

BackgroundTelehealth is growing, especially in areas where access to health facilities is difficult. We previously used 2-way texting (2wT) via SMS to improve the quality of postoperative care after voluntary medical male circumcision in South Africa. In this study, we offered males aged 15 years and older WhatsApp or SMS as their message delivery and interaction platform to explore user preferences and behaviors. ObjectiveThe objectives of this process evaluation embedded within a larger 2wT expansion trial were to (1) explore 2wT client preferences, including client satisfaction, with WhatsApp or SMS; (2) examine response rates (participation) by SMS and WhatsApp; and (3) gather feedback from the 2wT implementation team on the WhatsApp approach. MethodsMales aged 15 years and older undergoing voluntary medical male circumcision in program sites could choose their follow-up approach, selecting 2wT via SMS or WhatsApp or routine care (in-person postoperative visits). The 2wT system provided 1-way educational messages and an open 2-way communication channel between providers and clients. We analyzed quantitative data from the 2wT database on message delivery platforms (WhatsApp vs SMS), response rates, and user behaviors using chi-square tests, z tests, and t tests. The team conducted short phone calls with WhatsApp and SMS clients about their perceptions of this 2wT platform using a short, structured interview guide. We consider informal reflections from the technical team members on the use of WhatsApp. We applied an implementation science lens using the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework to focus results on practice and policy improvement. ResultsOver a 2-month period—from August to October, 2023—337 males enrolled in 2wT and were offered WhatsApp or SMS and were included in the analysis. For 2wT reach, 177 (53%) participants chose WhatsApp as their platform (P=.38). Mean client age was 30 years, and 253 (75%) participants chose English for automated messages. From quality assurance calls, almost all respondents (87/89, 98%) were happy with the way they were followed up. For effectiveness, on average for the days on which responses were requested, 58 (33%) WhatsApp clients and 44 (28%) SMS clients responded (P=.50). All 2wT team members believed WhatsApp limited the automated message content, language choices, and inclusivity as compared with the SMS-based 2wT approach. ConclusionsWhen presented with a choice of 2wT communication platform, clients appear evenly split between SMS and WhatsApp. However, WhatsApp requires a smartphone and data plan, potentially reducing reach at scale. Clients using both platforms responded to 2wT interactive prompts, demonstrating similar effectiveness in engaging clients in follow-up. For telehealth interventions, digital health designers should maintain an SMS-based platform and carefully consider adding WhatsApp as an option for clients, using an implementation science approach to present evidence that guides the best implementation approach for their setting.

It is essential to ensure differentiation in curriculum delivery to give all learners access to learning while also meeting the diversity of learner needs in the classroom in line with the Republic of South Africa’s inclusive education policy. This mixed methods study sought to examine grade 6 teachers’ knowledge and understanding of differentiated instruction to respond to the diverse needs of learners in OR Tambo Education District in the Eastern Cape. Data was collected from three randomly selected primary schools using interviews, questionnaires, and classroom observation tools. Four grade 6 teachers for mathematics and reading-to-learn were selected from each school (N 12). Key findings revealed that teachers lacked knowledge and understanding of differentiated instruction, and how it should be implemented in the classroom. This implies that all teachers should be trained or in-serviced (during and after training respectively) on how to respond to learners’ diverse needs during teaching and learning. This study contributes to knowledge in the field of inclusive education. The results of this study may influence universities to design teacher education programmes, methods, and/or interventions, which will enhance responses to learner diversity through differentiated instruction. This study could help researchers uncover the critical areas of differentiated instruction, its importance and its application in the classroom, its benefits for teachers and learners, and its impact on student learning.

ABSTRACTSpecies Distribution Models (SDM) play an essential role in establishing factors affecting honeybee species spatial population distribution and ensuring effective niche habitat protection. This study aimed to assess the precision of the triangulation bee lining technique in locating Apis mellifera scutellata colonies within wild habitats, locate A. m. scutellata colony site population distribution and develop a predictive model of A. m. scutellata habitat suitability using SDM algorithms within Hurugwe Safari Area (HSA)-Rifa section, northern Zimbabwe. A survey of A. m. scutellata was carried out between February and October 2019. The triangulation bee lining technique was used to track wild bees to their colony sites. The bee lining technique was evaluated to assess its precision in locating honeybee colonies. Ensemble models were used to develop a predictive suitability niche ecosystem for A. m. scutellata nesting sites. The study located wild honeybee colonies using the triangulation bee lining technique with an 18% accuracy. Bee colonies were found at a mean distance of 27.7 m ± 2.06 from triangulated points. The predicted suitable areas were primarily areas close to the water sources and low-lying areas. The study recommended the use of the triangulation honeybee hunting method in locating wild honeybee colonies for research purposes, wild bee colony inspection for pests and diseases and sustainable organic honey collection.

Walter Sisulu University (WSU) in South Africa, like other universities worldwide, is faced with the challenges associated with the outbreak of the COVID-19 pandemic. The challenge has changed our day-to-day lives, including the way we interact and conduct business. In the midst of this, WSU has had to change the way learning and teaching occurs. Traditional face-to-face tuition had to be adapted by moving to the online mode of teaching and learning to both minimise the time lost in the academic project and protect staff and students from the devastating effects of the virus. This article reflects the actions taken by the University and describes its pilot-project approach to online learning and those processes it has put in place to ensure its effective implementation. While it is accepted that switching to an online mode of teaching and learning can facilitate flexibility in space and time, the reality is that the majority of students at WSU -- mainly due to their geographical and socio-economic environments -- experience daily challenges ranging from poor network coverage, lack of internet connectivity, lack of electricity and other socio-economic impediments that make online learning stressful or beyond their reach. In this article, we present a model that could be used by higher education institutions (HEIs) to respond to COVID-19 in the short term. The proposed model is underpinned by a framework that caters for students who are readily able to access online learning, students with intermittent access to online facilities and finally, students who cannot access online education. First, we provide a brief description of online learning, highlighting the challenges presented to teaching and learning by this approach. We argue that our context and education policies present additional problems that militate against the adoption of online strategies by most HEIs. In the final instance, we present a framework that is better suited to our context and can be used during and after the lockdown. Data were collected using online questionnaires with both structured and open-ended questions from both lecturers and students to determine their experiences with the testing project. Lastly, we draw conclusions based on the findings of the study.

Education serves as a catalyst for achieving Sustainable Development Goals (SDGs), and it is essential for education to keep pace with societal dynamics. This paper argues for the reconceptualisation of initial teacher education in South Africa to promote an alternative transformative and sustainable pedagogy. Questions arose regarding the compatibility of the current teacher education program in South Africa with the needs of today's learners. Therefore, it is important to assess whether South African higher education institutions provide adequate training for future teachers. The current teacher education programme has remained unchanged for many years, failing to adapt to the evolving educational landscape and instead adhering to traditional methods that were relevant in the past. Incorporating flexible, transformative pedagogies and technologies can enhance student learning and engage learners of the 21st century. Using a typological methodological design, this conceptual explanatory paper identifies six themes: program content, pedagogy, technological advancements, preparing teachers for inclusion, school-based experiences, and addressing anxiety. This paper contributes to existing knowledge by advocating for the reconceptualisation of teacher education programs, aiming to produce graduates who are equipped to address global challenges. Furthermore, it emphasises the need for an alternative transformative sustainable initiative to overhaul teacher education programs to align with modern societies' complexities and dynamics. Therefore, this paper calls for the reformulation of South Africa's initial teacher training to align with SDG 4 (quality education) and Agenda 2023, which underpin Africa's transformational aspirations for a better future for all.

The study explored the impact of work-integrated learning on shaping the professional identities of Postgraduate Certificate in Education (PGCE) pre-service teachers at a university in South Africa. The research employed a qualitative case study approach where data was generated using a semi-structured interview protocol with 26 PGCE pre-service teachers, 14 females and 12 males, that were purposively selected as the study sample. Data generated through the semi-structured interviews was analysed using thematic method. The study is framed using the Personal Construct Theory (PCT). According to the theory, constructs (professional identities) are drawn from the experiences and perceptions of individuals about a specific exercise, in this case, teaching practice. Thus, the application of PCT in the teaching practice exercise revealed that Work Integrated Learning (WIL) aided PGCE pre-service teachers in articulating the various constructs experienced during the WIL as it exposed them to mentor teachers and other staff members’ support. According to the findings, such exposure resulted in the development of professional identities in pedagogical knowledge, inclusive education strategy, classroom management and communication skills, and collaborative and administrative skills. Thus, it is concluded that the condition of the school environment can impact pre-service teachers’ development of professional identities. Based on the conclusion, recommendations were made, which include, among others, the need for robust collaboration between teacher training institutions (universities) and partner schools to ensure every member understands their role in providing the needed support for pre-service teachers at their respective learning sites and the need for the capacity building of mentors in schools who guide the pre-service teachers on a daily basis during teaching practice.

The study, premised on the interpretive paradigm explored the experiences of First Year students from a historically disadvantaged university in South Africa during the COVID-19 pandemic. The study was underpinned by one research question namely, what are the experiences of first-year students from a historically disadvantaged university during the COVID-19 pandemic? Convenience sampling was used to select 52 students from one diploma programme. Data was generated through open-ended online questionnaires designed using Google Forms and was analysed thematically. The Technology Acceptance Model was employed as a theoretical lens to frame the study. Findings highlighted the following themes namely, challenges with device ownership and Learning Management System Use, Student Access to the Learning Management System due to connectivity challenges in rural areas, interaction experience with other students online and challenges associated with interacting with Lecturers online. From the findings, the study recommended that deliberate efforts at the national level be undertaken to bridge the digital divide between students from historically disadvantaged universities and historically advantaged universities through the provision of requisite technology infrastructure. Further, the study recommended thorough capacity building in the use of information communication technologies for students from historically disadvantaged communities who may not be privy to the technologies.

The dynamics of two-dimensional vortex shedding from a rotating cluster of three cylinders was investigated using Computational Fluid Dynamics (CFD) and Dynamic Mode Decomposition (DMD). The cluster was formed from three circles with equal diameters in mutual contact and allowed to rotate about an axis passing through the cluster centroid. While immersed in an incompressible fluid with Reynolds number of 100, the cluster was allowed to rotate at non-dimensionalised rotation rates (Ω) between 0 and 1. The rotation rates were non-dimensionalised using the free-stream velocity and the cluster characteristic diameter, the latter being equal to the diameter of the circle circumscribing the cluster. CFD simulations were performed using StarCCM+. Dynamic Mode Decomposition based on the two-dimensional vorticity field was used to decompose the field into its fundamental mode-shapes. It was then possible to relate the mode-shapes to lift and drag. Transverse and longitudinal mode-shapes corresponded to lift and drag, respectively. Lift–drag polars showed a more complex pattern dependent on Ω in which the flow fields could be classified into three regimes: Ω less than 0.3, greater than 0.5, and between 0.3 and 0.5. In general, the polars formed open curves in contrast to those of static cylinders, which were closed. However, some cases, such as Ω = 0.01, 0.22, and 0.28, formed closed curves. Whether a lift-drag polar was closed or open was deduced to be determined by the ratio of Strouhal numbers calculated using lift and drag time series, with closed curves forming when the ratio is an integer.

The purpose of the study was to conduct a desktop research on experiences of Bachelor of Education (B.Ed) students on Teaching Practice (TP) during COVID-19, with the aim to glean lessons for our own B.Ed programme to mitigate such challenges in future. Much attention has been paid to the impact of the COVID-19 pandemic on higher education, with a few studies having explored the TP experiences of student teachers. Although studies in education have examined useful teaching practices for succeeding during the COVID-19 pandemic, there has not been adequate literature on how the current cohort of student teachers affected by COVID-19 feel about their experiences. Piaget’s Constructivism, Vygotsky’s Zone of Proximal Development, and Picciano’s Blending with Pedagogical Purpose Model guided the study. The Semantic Scholar database was used to purposively select eight peer reviewed articles. Results revealed that most student teachers lacked confidence and failed to achieve the outcomes as per the TP objectives. The training period should be extended to acquire theoretical, pedagogical, practical and technological knowledge skills during times of disruption, failure of which, the system will produce half-baked graduate teachers that will compromise the quality of learning and teaching in the future.

The South African local government sphere has faced many challenges of a failed coalition between leading political parties. This is not a desirable situation in South Africa; hence, more citizens depend on local government for civic services, as the local government is the closest sphere to the local communities. The failure of the formed collation for the quest to govern local municipalities in South Africa undermines the urgency of effective and sustainable public service delivery throughout the country. The South African local government has witnessed many services delivery protests due to poor public service delivery, erupting political parties’ coalition is the last thing needed in this field. The eruption of coalition between the political parties symbolises the battle for dirty political games that does not have the interest of the public in the agenda of these political parties. Politicians are voted into power by the public with the hope that they will put the public needs as priority. Unfortunately, politicians are more concerned about staying in power and are willing to do whatever it takes to maintain power, even if it negatively affects public service provision. The article aims to analyse the advantages and disadvantages of coalition government in service delivery and to determine what coalition government holds for the future of South African public services. The qualitative method will be adopted, using secondary sources and literature to meet the objectives of this paper.

This study explored the pedagogical dimension of the new NSFAS book allowance funding model focusing on the availability of prescribed textbooks, the perceived impact on teaching and learning, and student's academic achievement. The study applied the human activity system approach (HAS) and the activity systems model within this approach as its theoretical framework. A sample of 10 lecturers drawn using convenience sampling participated in semi-structured interviews designed within a phenomenology research framework. In the findings, lecturers reported a significant decline in the availability of prescribed textbooks among students and generally unsuccessful attempts to replace these with open educational resources. Consequentially the lecturers said the suboptimal academic performance was a direct output of the new NSFAS book allowance system. It was recommended that NSFAS engage lecturers in decisions relating to book allowance funding as their pedagogical approaches strongly relied on prescribed textbooks' availability. Universities should support policies and strategies that support the development, evaluation, and use of Open Educational Resources (OER) to increase the benefits of these resources while minimising their risks to students' performance.

Over the past decades, the language management discourse in South Africa has focused on the development and intellectualization of the functional status of indigenous African languages in high-status domains. African languages are marginalized despite the existence of various empowering and restorative legislative provisions and policies of the new democratic dispensation. Of particular interest in this paper are the challenges that affect the localization of information and communication technologies in the higher education domain. The reliance mostly on former colonial languages for the transmission of knowledge in education has had a negative impact on the development and intellectualization of these languages. It has been argued that Information and Communication Technology (ICT) localization has the potential of improving information access in indigenous languages which can further facilitate the maximum utilization and development of these languages. The promotion of African languages and their use in scientific domains is critical in addressing historical linguistic inequalities and injustices in the South African higher education sector. In this paper, I argue that the dynamics associated with the connection between macro and micro level language management, and some socio-linguistic and socio-cultural factors affect the ultimate goal of achieving language management goals associated with ICT localization.

This article reports on a qualitative study done in Johannesburg, South Africa, which investigated attitudes of primary school principals of eight public primary schools towards the use of homework in teaching and learning in the Foundation Phase (which comprises the first three grade levels of primary schooling). Using a semi-structured interview, the study focused on the principals' perceptions of homework in general, whether homework policies existed in their schools, and the extent to which parents were involved in their children's homework. To obtain a representative set of findings, purposive sampling was used to recruit two participating principals from schools in each of the following geographical and socio-economic settings: "inner city," "peri-urban," "suburban" and "township." The findings indicated that although the purpose and value of homework remains debatable, the participating principals viewed homework as a valuable tool in teaching and learning. The principals expressed the belief that parents from low-income environments regarded homework as important, as did their higher-income counterparts, but poorer parents were less involved in their children's homework. The study concludes with recommendations for education policy-makers, as well as primary school administrators and parents, regarding the use of homework in primary schools.

This paper examines the impact of code-switching on the learning and teaching of Mathematics. The research was conducted in selected primary schools in O.R. Tambo Inland Education District in the Eastern Cape Province of South Africa. The researchers adopted a case-study research design. Four focus groups, each represented by six members, were used during data collection through semi-structured focus group interviews conducted face-to-face. Two groups were from rural-based schools and two groups were selected from urban-based schools. Purposive sampling was used to select participants with a focus on Mathematics grade six (6) teachers. The results show that code-switching is inevitable in teaching learners whose first or mother tongue is not English language when English language is used as the language of learning and teaching (LoLT). Secondly, code-switching is a useful and effective learning and teaching strategy for grade six (6) learners in Mathematics. The study recommends that teacher trainees should be introduced to a minimum of three (3) languages during their training in the teaching profession. In addition to making code-switching acceptable and official, Mathematics teachers should use it as a learning and teaching method or strategy.

This study explored perspectives on teacher education programme preparation of preservice educators at a University in South Africa. The purpose was to explore the perspectives of B.Ed Honours preservice teachers on how their programme at the university prepared them for the teaching profession. Positioned in the interpretivist paradigm, the study adopted a qualitative approach with a case study design through which data was generated using semi-structured interviews from 16 B. Ed. Honours preservice teachers who were purposively selected to form the sample. Thematic method was employed to analyse the data generated. The results revealed that B. Ed Honours preservice teachers whilst in their university programme acquired pedagogical competencies which also includes classroom management, problem-solving skills, inclusive education strategies as well as interpersonal relations and teacher professionalism. The study also revealed that preservice teachers had challenges with the implementation due to disparity between knowledge acquired at the university and what was expected on the field. From the findings, the study concludes that preservice teachers received some level of preparation from their university that assisted them in navigating the teaching practicum exercise. Thus, it is recommended that the training institutions partner with schools to ensure proper posting of preservice teachers as well as review their programmes to ensure alignment between theory and practice.

This study sought to examine barriers to learning for blind students at a rural based South African University. Premised on the qualitative design, data were collected through semi-structured individual interviews with 5 blind students, two academic support staff and four lecturers who were identified through purposive sampling. Emerging themes from the data were identified through content analysis of the verbatim responses. The study found that reasonable accommodation was not provided for blind students in the lecture halls at the university under study. The study further found that, study materials and computers in the university library and mainstream computer laboratories were not adapted for blind students. Third, lecturers were not trained to teach blind students with some lecturers using PowerPoint presentations while teaching when blind students could not access the screens. The study recommends universal design for all learning facilities, thorough training for all staff teaching students with disabilities and the development of a disability policy in the university.

Higher Education (HE) institutions have to provide support to Academic Staff Development (ASD) through policies, funding and strategies that afford lecturers opportunities to attend ASD disciplinary-based and professional training. Upgrading the nature of teaching and learning is a key strategy in HE and that responsibility lies with Higher Education institutions that identify with the innovative nature of teaching and learning. Good teaching is not an accident, it is achieved through continuous engagement and enhancement of lecturers on both content and innovative pedagogical skills. Such skills need to be horned continuously to close gap in lecturers’ gap and Pedagogical Content Knowledge (PCK) suits that approach. This study was grounded on principles of Pedagogical Content Knowledge (PCK). It was conducted in one university campus comprising of two sites in the Eastern Cape in South Africa. A purposive sample of 51 academics was used for data collection. Content analysis was used to identify emerging themes from the interview responses. The findings showed that lecturers regard ASD as enhancing quality teaching and empowering lecturers to improve their lecturing skills and responsibilities.

Abstract Although colorectal cancer (CRC) treatment has seen a remarkable improvement in the recent years, many patients will develop metastasis due to the resistance of cancer cells to chemotherapeutics. Targeting mechanisms driving the resistance of CRC cells to treatment would significantly reduce cases of metastasis and death. Induction of insulin‐like growth factor 2 mRNA‐binding protein 1 (IGF2BP1), a direct target of the Wnt/β‐catenin signaling pathway, might promote resistance of CRC cells to treatment via activation of anti‐apoptotic pathways and induction of the multidrug resistance (MDR1) membrane transporter that pumps drugs out of the cells. We hypothesized that inhibition of IGF2BP1 will sensitize CRC cells to chemotherapeutics. We used CRC cell lines with different status of activation of Wnt signaling to show that inhibition of IGF2BP1 potentiates the anti‐growth and anti‐proliferative effects of chemotherapeutics on CRC cells with activated Wnt/β‐catenin signaling pathway. We observed that the inhibition of IGF2BP1 significantly increases apoptosis in the same cells. A remarkable reduction in the migratory capability of those cells was noted as well. We found that inhibition of IGF2BP1 is sufficient to decrease the resistance of chemotherapy‐resistant cancer cells with activated Wnt/β‐catenin signaling pathway. These findings portray IGF2BP1 as a good candidate for CRC therapy.

Wet seasons may be characterized by the frequency of wet–dry days, duration of wet–dry spells and season length. These properties are investigated for Cape Town using rainfall data from four weather stations in the Cape Town metropolitan area located at the South African Astronomical Observatory (SAAO), Maitland, Kirstenbosch and Cape Town International airport. The primary focus is on the long SAAO daily rainfall record dating back to 1841, with the specific aim to statistically assess attributes of the wet season (April to October) and its temporal variability over the period 1841–2018. The decade 1950–1959 had significantly high frequencies of wet days, but there was a subsequent significant decline in wet days at the SAAO (−1 d per decade) and Maitland (−1.1 d per decade) during the period 1950–2018. A significant decline in wet days also occurred at the SAAO between 1880 and 1940 (−3.3 d per decade, p=0.005). Dry spells longer than 5 d have become more prevalent since the beginning of the 20th century. A rain-based definition for the onset and termination of the wet season is presented using 5 d running sums and pentad means; these were applied to each year containing adequate daily data, so as to track changes during the wet season. We identify a recent decadal decline in mean wet season length (−1.4 d per decade) since ca. 1940, particularly between 1941–1994 (−4.2 d per decade), such that wet seasons since 2000 have only averaged 182 d in length while the long-term (1841–2018) average is 188 d. This decline is attributed to an increased incidence of late onsets (after 15 April) and early terminations (earlier than 18 October) of the wet season, or a combination of both, particularly since the year 2000. Interannual variability in wet season characteristics is associated with solar (sunspot) cycles and fluctuations in the Southern Oscillation Index and Southern Annular Mode.

The use of Information and Communication Technology (ICT, hereafter) has permeated almost every facet of human endeavours. In recent times, the world has seen the massive deployment of diverse technologies to facilitate work processes, and this is the thriving strength of the fourth industrial revolution (4IR). Besides, the recent outbreak of the Coronavirus (COVID-19) pandemic exacerbated the situation, as this has led to the discovery of some new technologies in the delivery of goods and services across all sectors, with education as a major beneficiary. However, some educational institutions, Technical and Vocational Education and Training Colleges (TVET, hereafter) inclusive, especially in developing countries remained closed during the lockdown period due to lack of capacity and infrastructure. Hence, this paper taps into the affordances of the multi-stakeholder collaborations framework of the Quadruple Helix Innovation Model to review published articles, policy documents and conference papers among others on possible ways to foster digital inclusion in TVET. Highlights from the review point to the following benefits of multi-stakeholder partnerships namely, collaborative designing and creation of digital policy, access to digital resources and infrastructure, and increased affordability and sustainability of digital inclusion of training programmes. Thus, it was concluded that these highlighted benefits resulting from such collaboration can be translated into the planning and implementation of digital inclusion in TVET.

Abstract Background Rifampicin-resistant tuberculosis (RR-TB) remains an important global health problem. Ideally, the complete drug-resistance profile guides individualized treatment for all RR-TB patients, but this is only practised in high-income countries. Implementation of whole genome sequencing (WGS) technologies into routine care in low and middle-income countries has not become a reality due to the expected implementation challenges, including translating WGS results into individualized treatment regimen composition. Methods This trial is a pragmatic, single-blinded, randomized controlled medical device trial of a WGS-guided automated treatment recommendation strategy for individualized treatment of RR-TB. Subjects are 18 years or older and diagnosed with pulmonary RR-TB in four of the five health districts of the Free State province in South Africa. Participants are randomized in a 1:1 ratio to either the intervention (a WGS-guided automated treatment recommendation strategy for individualized treatment of RR-TB) or control (RR-TB treatment according to the national South African guidelines). The primary effectiveness outcome is the bacteriological response to treatment measured as the rate of change in time to liquid culture positivity during the first 6 months of treatment. Secondary effectiveness outcomes include cure rate, relapse rate (recurrence of RR-TB disease) and TB free survival rate in the first 12 months following RR-TB treatment completion. Additional secondary outcomes of interest include safety, the feasibility of province-wide implementation of the strategy into routine care, and health economic assessment from a patient and health systems perspective. Discussion This trial will provide important real-life evidence regarding the feasibility, safety, cost, and effectiveness of a WGS-guided automated treatment recommendation strategy for individualized treatment of RR-TB. Given the pragmatic nature, the trial will assist policymakers in the decision-making regarding the integration of next-generation sequencing technologies into routine RR-TB care in high TB burden settings. Trial registration ClinicalTrials.gov NCT05017324. Registered on August 23, 2021.

Background Voluntary medical male circumcision (MC) is a biomedical HIV prevention method that requires post-operative follow-up for healing confirmation. Recent research found that a two-way texting (2wT) app providing SMS-based telehealth for MC patients was safe and reduced provider workload. We evaluated 2wT usability among MC clients in South Africa assigned the 2wT intervention within a larger randomized controlled trial (RCT) of 2wT safety and workload. Methods This quantitative usability study is within an RCT where 547 men used 2wT to interact with an MC provider via SMS. The sub-study involved the first 100 men assigned to 2wT who completed a usability survey 14 days after surgery. Acceptability was assessed through 2wT response rates of the 547 men. Regression models analyzed associations between age, wage, location, potential adverse events (AEs), and 2wT responses. Results Men assigned to 2wT found it safe, comfortable, and convenient, reporting time and cost savings. High response rates (88%) to daily messages indicated acceptability. Age, wage, and location didn't affect text responses or potential AEs. Conclusion 2wT for post-MC follow-up was highly usable and acceptable, suggesting its viability as an alternative to in-person visits. It enhanced confidence in wound self-management. This SMS-based telehealth can enhance MC care quality and be adapted to similar contexts for independent healing support, particularly for men.

IntroductionAs the COVID-19 pandemic placed a spotlight on the health inequities in the United States, this study aimed to determine the local programmatic needs of community organizations (CO) delivering COVID-19 interventions across Chicago.MethodsIn the summer of 2021, the Chicagoland CEAL Program interviewed 34 COs that were providing education, testing, and/or vaccinations in communities experiencing poor COVID-19 outcomes. The interviews were analyzed thematically and organized around logistical challenges and funding/resource needs.ResultsThe COs routinely offered testing (50%) or vaccinations (74%), with most (56%) employing some programmatic evaluation. Programs utilizing trusted-messenger systems were deemed most effective, but resource-intensive. CO specific needs clustered around sustaining effective outreach strategies, better CO coordination, wanting comprehensive trainings, improving program evaluation, and promoting services and programs.ConclusionThe COs reached populations with low-vaccine confidence using trusted messengers to overcome mistrust. However, replenishment of the resources needed to sustain such strategies should be prioritized. Leveraging the Chicagoland CEAL Program to help negotiate community organizations’ interorganizational coordination, create training programs, and provide evaluation expertise are deliverable supports that may bolster COVID-19 prevention.Policy implicationsAchieving health justice requires that all institutions of power participate in meaningful community engagement, help build community capacity, and infuse health equity throughout all aspects of the research and program evaluation processes.

BackgroundThere is a dearth of high-quality evidence from digital health interventions in routine program settings in low- and middle-income countries. We previously conducted a randomized controlled trial (RCT) in Zimbabwe, demonstrating that 2-way texting (2wT) was safe and effective for follow-up after adult voluntary medical male circumcision (VMMC). ObjectiveTo demonstrate the replicability of 2wT, we conducted a larger RCT in both urban and rural VMMC settings in South Africa to determine whether 2wT improves adverse event (AE) ascertainment and, therefore, the quality of follow-up after VMMC while reducing health care workers’ workload. MethodsA prospective, unblinded, noninferiority RCT was conducted among adult participants who underwent VMMC with cell phones randomized in a 1:1 ratio between 2wT and control (routine care) in North West and Gauteng provinces. The 2wT participants responded to a daily SMS text message with in-person follow-up only if desired or an AE was suspected. The control group was requested to make in-person visits on postoperative days 2 and 7 as per national VMMC guidelines. All participants were asked to return on postoperative day 14 for study-specific review. Safety (cumulative AEs ≤day 14 visit) and workload (number of in-person follow-up visits) were compared. Differences in cumulative AEs were calculated between groups. Noninferiority was prespecified with a margin of −0.25%. The Manning score method was used to calculate 95% CIs. ResultsThe study was conducted between June 7, 2021, and February 21, 2022. In total, 1084 men were enrolled (2wT: n=547, 50.5%, control: n=537, 49.5%), with near-equal proportions of rural and urban participants. Cumulative AEs were identified in 2.3% (95% CI 1.3-4.1) of 2wT participants and 1.0% (95% CI 0.4-2.3) of control participants, demonstrating noninferiority (1-sided 95% CI −0.09 to ∞). Among the 2wT participants, 11 AEs (9 moderate and 2 severe) were identified, compared with 5 AEs (all moderate) among the control participants—a nonsignificant difference in AE rates (P=.13). The 2wT participants attended 0.22 visits, and the control participants attended 1.34 visits—a significant reduction in follow-up visit workload (P

Purpose: We investigate the correlation between capital structure and a set of, mostly, standard capital structure determinants for a unique sample: Global Systemically Important Banks (G-SIBs). Design/methodology/approach: We augment the standard set of regression determinants with a proxy measure of pro-public orientation (DataStream’s Refinitiv Environmental, social and governance [ESG] scores). We expect to find that a more pro-public orientated G-SIB holds more capital. This is because very large and systemic banks underpin the functioning of society. The public, therefore, has a direct interest in bank safety with a better capitalised bank being a safer bank. On the other hand, shareholders of a safer bank suffer because of lower profitability. Findings/results: Initial results indicated no relation between pro-public orientation and bank leverage; however, further analysis showed that bank leverage decreases as the governance component score increases. This suggests that the governance of G-SIBs is important for financial stability. Bank size was found to have no intermediation effect on the relationships, implying that our results are not because of a clustering among the largest banks. Correlations between the control variables and bank leverage provide support for the argument that bank leverage is not solely determined by regulations. Originality/value: We extend recent work on social ratings and capital structure in non-financial firms to banks. Our results provide further support for the proposition that the drivers of the capital structures of non-financial firms also determine those of banks, weakening the argument that capital regulation is the sole determinant of bank capital structures. Our sample focuses attention on a core financial decision of very important, if not the most important, players in the global economy.

Abstract Background Understanding the response of vector habitats to climate change is essential for vector management. Increasingly, there is fear that climate change may cause vectors to be more important for animal husbandry in the future. Therefore, knowledge about the current and future spatial distribution of vectors, including ticks (Ixodida), is progressively becoming more critical to animal disease control. Methods Our study produced present (2018) and future (2050) bont tick (Amblyomma hebraeum) niche models for Mashonaland Central Province, Zimbabwe. Specifically, our approach used the Ensemble algorithm in Biomod2 package in R 3.4.4 with a suite of physical and anthropogenic covariates against the tick’s presence-only location data obtained from cattle dipping facilities. Results Our models showed that currently (the year 2018) the bont tick potentially occurs in 17,008 km2, which is 60% of Mashonaland Central Province. However, the models showed that in the future (the year 2050), the bont tick will occur in 13,323 km2, which is 47% of Mashonaland Central Province. Thus, the models predicted an ~ 13% reduction in the potential habitat, about 3685 km2 of the study area. Temperature, elevation and rainfall were the most important variables explaining the present and future potential habitat of the bont tick. Conclusion Results of our study are essential in informing programmes that seek to control the bont tick in Mashonaland Central Province, Zimbabwe and similar environments. Graphical Abstract

Nanotechnology is associated with the development of particles in the nano-size range that can be used in a wide range of applications in the medical field. It has gained more importance in the pharmaceutical research field particularly in drug delivery, as it results in enhanced therapeutic drug performance, improved drug solubility, targeted drug delivery to the specific sites, minimized side effects, and prolonged drug retention time in the targeted site. To date, the application of nanotechnology continues to offer several benefits in the treatment of various chronic diseases and results in remarkable improvements in treatment outcomes. The use of nano-based delivery systems such as liposomes, micelles, and nanoparticles in pulmonary drug delivery have shown to be a promising strategy in achieving drug deposition and maintained controlled drug release in the lungs. They have been widely used to minimize the risks of drug toxicity in vivo. In this review, recent advances in the application of nano- and micro-based delivery systems in pulmonary drug delivery for the treatment of various pulmonary diseases, such as lung cancer, asthma, and chronic obstructive pulmonary disease, are highlighted. Limitations in the application of these drug delivery systems and some key strategies in improving their formulation properties to overcome challenges encountered in drug delivery are also discussed.

Higher education institutions and specifically lecturers must stay pertinent and informed of the changes in the academic world. The necessity for staff development programmes in higher education institutions is in accordance with the acknowledgment that transformation for academics is crucial and they need to continually consider their practices to stay pertinent in their disciplines and in teaching and learning issues. Using Karl Marx critical theory, this article explores some dialogue that build lecturers’ assertiveness towards teaching and learning in their fields of study. It strives to explore academics' struggle to engage in initiatives on professionalising academic training. Lecturers might interpret academic staff development initiatives as dictatorial and these result in unwanted consequences for both academics and the institution. The study used the 2017-2018 Campus academics statistics on Academic Staff Development (ASD) workshops to sample participants. Questionnaires were sent through google docs to 80 participants. The findings show that there is resistance to undertake professional development courses because of departmental cultures and traditions are detrimental to academic staff development; workload; undervaluing teaching and learning; workshop emphasis on the theoretical features of teaching than practical examples as well as lack of motivation and incentives among others. A well-planned and continuous ASD creates better impact on encouraging and professionalising academics on innovative pedagogies.

The concept of accountability has been portrayed as vital and pertinent in the field of public administration in general and education management in particular for several years. This is important at a time that stakeholders like educators have misconceptualised the purpose of accountability to mean inspection or the lack of trust which makes them uncomfortable. This study sought to develop a conceptual framework of School Governing Body (SGB) Chairperson’s perception of their accountability in selected schools with the purpose of facilitating learning and teaching outcomes. A qualitative paradigm using a multiple case study design was adopted. Data were collected through in-depth individual interviews with 3 chairpersons. The participants were purposively selected because of our discernment that as representatives on the school governing boards, they were accountable to parents as part of their managerial responsibilities. Thematic analysis of the data was used to identify emerging themes and categories. The findings reveal clarity on the practice of accountability in the broad spectrum of school management and administration as well as with policy making and implementation.

The outbreak of the COVID-19 pandemic came with a lot of disruptions which saw so many organisations and institutions shut down. Part of the changes brought about by the pandemic was the closure of educational institutions globally, thereby forcing the migration to emergency remote teaching and learning. Whilst some nations grappled with the challenges associated with this shift in the mode of teaching and learning, others tapped into the opportunities inherent in it. This study located in the interpretive paradigm employed a qualitative case study design that explored lecturers’ reflections on emergency remote teaching and learning at a university in South Africa during the intense stages of the COVID-19 pandemic. The Technology Acceptance Model was employed as a lens to make meaning of how lecturers perceive emergency remote teaching and learning in the science and technology cluster. The sample for the study consisted of nine participants, recruited from Science and Technology cluster, representing Biological/Life Sciences, Natural Sciences, Physical Sciences and Technology Education faculties. The sample was selected through purposive and convenience sampling. Findings from the study revealed both challenges and opportunities for emergency remote teaching and learning. The challenges identified included, lecturers’ lack of readiness, students’ internet-related issues, and inability to execute practical tasks online. The positive aspect included improved skills in the use of ICT and diverse online platforms for both lecturers and students. Based on the findings, the study recommends that students, especially those from disadvantaged backgrounds be provided with the necessary ICT infrastructure to ensure their effective participation in online learning.

The study sought to establish what academic support programmes, policies and systems were in place to support first entering students who were at risk of not succeeding with their studies at a historically disadvantaged rural based South African University. The study examined institutional frameworks for supporting at-risk students and systems used to monitor academic support systems, existing relationships and practices that prevailed, and lecturers' attitudes towards support systems for students who were academically 'at-risk' at the university. The study is premised on the qualitative research paradigm and the chosen research design was the case study design. An open-ended questionnaire was used to collect data from a sample of 100 'at-risk' students, 20 lecturers, and 1 Information Management System Officer who was directly dealing with first entering students in the University. The findings showed that the university support systems were inadequate as both the students and lecturers indicated that support was either not forthcoming, or they did not know where to get it. The study recommends vigorous marketing of academic support programmes to both staff and students, appropriate training for mentors and monitoring and evaluation of effectiveness of existing programmes.

This study explored the prevalence of stress amongst teachers in rural-based primary school in South Africa. The purpose was to ascertain teachers’ perception of stress, its causes, impact and coping strategies. To address the purpose of the study, a quantitative research design was employed. The sample for the study consisted of fifty respondents, five each from ten primary schools in Nzhelele Circuit. Data were generated using five-points Likert Scale questionnaires structured in the format, strongly agreed (SA), agreed (A), neutral (N), disagreed (D) and strongly disagreed (SD). The analyses of the data followed a statistical tabular presentation. The results reveal feeling of pain, constant worry; something you cannot easily bear; excessive tiredness; pressure and difficulty responding to demand as teacher’s perception of stress. Causes include, learner behaviour, radical curricular changes, excessive workload, poor teaching and learning environment among others, whilst the impact of stress is seen on quitting the job, absenteeism from work and alcoholism. Finally, the stress-coping strategies revealed include smoking, relaxation and voicing out problems.

IntroductionVoluntary medical male circumcision (VMMC) clients are required to attend multiple post-operative follow-up visits in South Africa. However, with demonstrated VMMC safety, stretched clinic staff in SA may conduct more than 400,000 unnecessary reviews for males without complications, annually. Embedded into a randomized controlled trial (RCT) to test safety of two-way, text-based (2wT) follow-up as compared to routine in-person visits among adult clients, the objective of this study was to compare 2wT and routine post-VMMC care costs in rural and urban South African settings.MethodsActivity-based costing (ABC) estimated the costs of post-VMMC care, including counselling, follow-ups, and tracing in $US dollars. Transportation for VMMC and follow-up was provided for rural clients in outreach settings but not for urban clients in static sites. Data were collected from National Department of Health VMMC forms, RCT databases, and time-and-motion surveys. Sensitivity analysis presents different follow-up scenarios. We hypothesized that 2wT would save per-client costs overall, with higher savings in rural settings.ResultsVMMC program costs were estimated from 1,084 RCT clients: 537 in routine care and 547 in 2wT. On average, 2wT saved $3.56 per client as compared to routine care. By location, 2wT saved $7.73 per rural client and increased urban costs by $0.59 per client. 2wT would save $2.16 and $7.02 in follow-up program costs if men attended one or two post-VMMC visits, respectively.ConclusionQuality 2wT follow-up care reduces overall post-VMMC care costs by supporting most men to heal at home while triaging clients with potential complications to timely, in-person care. 2wT saves more in rural areas where 2wT offsets transportation costs. Minimal additional 2wT costs in urban areas reflect high care quality and client engagement, a worthy investment for improved VMMC service delivery. 2wT scale-up in South Africa could significantly reduce overall VMMC costs while maintaining service quality.

Global warming is a serious world problem where earth’s temperature has been reported to increase over the years; the aquatic ecosystems are also not the exceptions. But, the effects of this phenomenon on the aquatic ecosystems are not well understood. This study aims to understand the influence of surface temperature on the population density of Limnothrissa miodon in Lake Kariba. We constructed a mathematical model on the population dynamics of Limnothrissa miodon with nutrients, phytoplankton, zooplankton, and Hydrocynus vittatus. Lake surface water temperature was modelled by a cosine function, and the parameters were estimated from data fitting. Numerical simulations were used to determine the stability of the nonautonomous model. Numerical simulation results of the nonautonomous model showed a stable periodic orbit for varying initial conditions, and therefore, instability. Numerical techniques were used to investigate the influence of surface water temperature on Limnothrissa miodon. Results from the model with fitted lake surface water temperature data showed that a shift in the optimal temperature for phytoplankton growth from 25°C to 34°C, corresponding to dominance of Cyanophyceae over Chlorophyceae, resulted in a decline in the population density of Limnothrissa miodon. Numerical results showed that the population density of Limnothrissa miodon declines after an optimum temperature of 30°C for phytoplankton growth. Numerical simulation results suggested that warming of the lake may lead to a decline in Limnothrissa miodon population density in Lake Kariba.

Leiomyomas, or uterine fibroids as they are commonly known, are mostly seen in women of reproductive age. However, they can go undetected in most women, and approximately 25% of women show clinical symptoms. Although fibroids are a global burden impacting 80% of premenopausal women, they are more prevalent among Black women than among women of other races. Based on clinical diagnosis, the estimated cumulative incidence of fibroids in women ≤50 years old is significantly higher for black (>80%) versus white women (∼70%). The cause of leiomyomas is not clearly known, but studies have shown evidence of factors that drive the development or exacerbation of the disease. Evidence has linked risk factors such as lifestyle, age, environment, family history of uterine fibroids, and vitamin D deficiencies to an increased risk of uterine fibroids, which impact women of African descent at higher rates. Treatments may be invasive, such as hysterectomy and myomectomy, or non-invasive, such as hormonal or non-hormonal therapies. These treatments are costly and tend to burden women who have the disease. Sub-Saharan Africa is known to have the largest population of black women, yet the majority of uterine fibroid studies do not include populations from the continent. Furthermore, the prevalence of the disease on the continent is not well determined. To effectively treat the disease, its drivers need to be understood, especially with regard to racial preferences. This paper aims to review the existing literature and build a case for conducting future research on African women.

AbstractThis study explored the pedagogical dimension of the new NSFAS book allowance funding model focusing on the availability of prescribed textbooks, the perceived impact on teaching and learning, and student's academic achievement. The study applied the human activity system approach (HAS) and the activity systems model within this approach as its theoretical framework. A sample of 10 lecturers drawn using convenience sampling participated in semi-structured interviews designed within a phenomenology research framework. In the findings, lecturers reported a significant decline in the availability of prescribed textbooks among students and generally unsuccessful attempts to replace these with open educational resources. Consequentially the lecturers said the suboptimal academic performance was a direct output of the new NSFAS book allowance system. It was recommended that NSFAS engage lecturers in decisions relating to book allowance funding as their pedagogical approaches strongly relied on prescribed textbooks' availability. Universities should support policies and strategies that support the development, evaluation, and use of Open Educational Resources (OER) to increase the benefits of these resources while minimising their risks to students' performance.