Pub Date : 2023-05-31DOI: 10.21303/2504-5571.2023.003021
Kufakunesu Zano, Vimbai Mbirimi-Hungwe
Language is an ever-developing and ever-changing phenomenon, thus ways to teach a language also develop and undergo changes in the progress of time. To keep up with these developments, translanguaging was used in this study. Translanguaging is the most recent all-encompassing method in language planning and evaluation that is needed to replace past linguistic practices that viewed languages as separate entities in a globalised world. The study aims to determine why English first additional language teachers use group work in the Further Education and Training phase. For this qualitative study, only 8 English First Additional Language teachers teaching in the Further Education and Training phase were selected as participants in individual interviews. These participants were stationed at 4 high schools in South Africa. The results indicate that as the learners translanguage as they work in groups, they appreciate each other’s linguistic background. Communicative language teaching is one of the most effective methods of teaching and learning a second language because it provides opportunities for learners to practice and improve their communicative competence in pedagogic and real-life situations. Learners are largely content with linguistic concepts in a multilingual setting that dwells on the known to the unknown. Working in groups may make the learners improve their understanding of content and also language proficiency as the subject under discussion will be tackled using different languages apart from English First Additional Language. Besides, language and culture are interconnected; therefore, keeping up with one’s home language(s) allows for greater participation in the home culture and builds stronger ties between different languages.
{"title":"Enhancing plurilinguistic abilities through group work in an english first additional language context: teachers’ perspectives","authors":"Kufakunesu Zano, Vimbai Mbirimi-Hungwe","doi":"10.21303/2504-5571.2023.003021","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.003021","url":null,"abstract":"Language is an ever-developing and ever-changing phenomenon, thus ways to teach a language also develop and undergo changes in the progress of time. To keep up with these developments, translanguaging was used in this study. Translanguaging is the most recent all-encompassing method in language planning and evaluation that is needed to replace past linguistic practices that viewed languages as separate entities in a globalised world. The study aims to determine why English first additional language teachers use group work in the Further Education and Training phase. For this qualitative study, only 8 English First Additional Language teachers teaching in the Further Education and Training phase were selected as participants in individual interviews. These participants were stationed at 4 high schools in South Africa. The results indicate that as the learners translanguage as they work in groups, they appreciate each other’s linguistic background. Communicative language teaching is one of the most effective methods of teaching and learning a second language because it provides opportunities for learners to practice and improve their communicative competence in pedagogic and real-life situations. Learners are largely content with linguistic concepts in a multilingual setting that dwells on the known to the unknown. Working in groups may make the learners improve their understanding of content and also language proficiency as the subject under discussion will be tackled using different languages apart from English First Additional Language. Besides, language and culture are interconnected; therefore, keeping up with one’s home language(s) allows for greater participation in the home culture and builds stronger ties between different languages.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75400400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.21303/2504-5571.2023.002926
O. Opesemowo, Rukayat Oyebola Iwintolu, E. Afolabi
The study gathered empirical evidence of stakeholders' indicators of quality education in Osun State, Nigeria. The study deployed a mixed-method research design. The study examined indicators of quality education, identified by students, teachers, and parents in the state. The population comprised secondary school students, teachers, and parents in the selected state. The sample consisted of 400 students, 186 teachers, and 13 parents. Four Local Government Areas (LGAs) were randomly selected from the 30 LGAs in Osun State; five schools were selected from each LGAs using a convenience sampling technique, totaling 20 schools. Twenty students were selected by purposive sampling to include JSS 1 and 2 and SSS 1 and 2 classes from each of the schools selected. Ten teachers were sampled from each school, while 13 parents of students from the selected schools were reached through voluntary participation as indicated by students. Three instruments were developed for the study; two of which were quantitative (targeting students and teachers), and the third was qualitative (addressing parents). The first instrument was titled "Students' Indicators of Quality Education Checklist"; the second was "Teachers' Indicators of Quality Education Checklist," while the third instrument was named "Parents' Interview Guide on Indicators of Quality Education" The items on the checklists and interview guide were extracted from the literature. The construct validity of the checklists was established by subjecting the items generated to experts' scrutiny. The Content Validity Ratio (CVR) of the instrument was 0.84. The reliability analysis yielded a Cronbach's Alpha of 0.78. The results showed high correlations (r = 0.7, p > 0.05) between standard and students’ ratings. The study concluded that stakeholders' indicators of quality education were valid.
该研究收集了尼日利亚奥松州利益相关者的优质教育指标的经验证据。本研究采用混合方法研究设计。该研究检查了由该州学生、教师和家长确定的优质教育指标。人口包括所选州的中学生、教师和家长。样本包括400名学生、186名教师和13名家长。从奥松州的30个地方政府区中随机选择了4个地方政府区;采用方便抽样的方法，从每个地方自治团体中选出5所学校，共计20所。本研究采用有目的抽样的方法，从所选学校的1、2班和1、2班中抽取20名学生。每所学校抽取10名教师，并根据学生的意愿，通过自愿参与联系到13名学生家长。为此研究开发了三种仪器;其中两个是定量的(针对学生和教师)，第三个是定性的(针对家长)。第一份文书名为《学生素质教育指标清单》;第二份是《教师素质教育指标清单》，第三份是《家长素质教育指标访谈指南》，其中的内容和访谈指南摘自文献。通过对生成的项目进行专家审查，确定了清单的构念效度。仪器的内容效比(CVR)为0.84。信度分析的Cronbach's Alpha为0.78。结果表明，标准评分与学生评分呈高度相关(r = 0.7, p > 0.05)。研究结果表明，利益相关者的素质教育指标是有效的。
{"title":"Indicators of quality education: empirical evidence from students, teachers and parents in Osun State","authors":"O. Opesemowo, Rukayat Oyebola Iwintolu, E. Afolabi","doi":"10.21303/2504-5571.2023.002926","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002926","url":null,"abstract":"The study gathered empirical evidence of stakeholders' indicators of quality education in Osun State, Nigeria. The study deployed a mixed-method research design. The study examined indicators of quality education, identified by students, teachers, and parents in the state. The population comprised secondary school students, teachers, and parents in the selected state. The sample consisted of 400 students, 186 teachers, and 13 parents. Four Local Government Areas (LGAs) were randomly selected from the 30 LGAs in Osun State; five schools were selected from each LGAs using a convenience sampling technique, totaling 20 schools. Twenty students were selected by purposive sampling to include JSS 1 and 2 and SSS 1 and 2 classes from each of the schools selected. Ten teachers were sampled from each school, while 13 parents of students from the selected schools were reached through voluntary participation as indicated by students. Three instruments were developed for the study; two of which were quantitative (targeting students and teachers), and the third was qualitative (addressing parents). The first instrument was titled \"Students' Indicators of Quality Education Checklist\"; the second was \"Teachers' Indicators of Quality Education Checklist,\" while the third instrument was named \"Parents' Interview Guide on Indicators of Quality Education\" The items on the checklists and interview guide were extracted from the literature. The construct validity of the checklists was established by subjecting the items generated to experts' scrutiny. The Content Validity Ratio (CVR) of the instrument was 0.84. The reliability analysis yielded a Cronbach's Alpha of 0.78. The results showed high correlations (r = 0.7, p > 0.05) between standard and students’ ratings. The study concluded that stakeholders' indicators of quality education were valid.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89250681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.21303/2504-5571.2023.002878
K. M. Rantho, F. Matlakala
There is stereotypical thinking in communities when coming to parenthood. Most community members believe that only mothers are capable of caring for the child. Most community members see teen fathers as unresponsible community members who indulge into different drugs. This stereotypical thinking mainly occurs in rural areas wherein grandparents will deny the biological father rights to care for the child. Due to the rejection and other social ills that come to place, some fathers find substances as an escape route or coping mechanism. This paper is aimed at identifying and mapping available literature on rurality stigma associated with teen fatherhood and substance use. The researcher adopted scoping review as the research design and purposively sampled articles from different database such as ScienceDirect, Ebscohost and Google Scholar. Data was then analyzed thematically.
{"title":"Reflections on rurality stigma associated with teen-fatherhood","authors":"K. M. Rantho, F. Matlakala","doi":"10.21303/2504-5571.2023.002878","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002878","url":null,"abstract":"There is stereotypical thinking in communities when coming to parenthood. Most community members believe that only mothers are capable of caring for the child. Most community members see teen fathers as unresponsible community members who indulge into different drugs. This stereotypical thinking mainly occurs in rural areas wherein grandparents will deny the biological father rights to care for the child. Due to the rejection and other social ills that come to place, some fathers find substances as an escape route or coping mechanism. This paper is aimed at identifying and mapping available literature on rurality stigma associated with teen fatherhood and substance use. The researcher adopted scoping review as the research design and purposively sampled articles from different database such as ScienceDirect, Ebscohost and Google Scholar. Data was then analyzed thematically.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"238 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72916312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.21303/2504-5571.2023.003062
R. Nchu, R. Tengeh, J. Cronje
There has been an increase in the number of unemployed Technical and Vocational Education and Training (TVET) graduates even though these institutions are meant to train students for a particular job, several employment opportunities or self-employment. While proactive higher learning institutions acted on the need to equip graduates with entrepreneurial skills, others have not. More concerning is that even those who do not include entrepreneurial education in their curricula expect their graduates to be self-employed if they cannot find employment upon graduation. This article ascertained the extent, to which TVET colleges equipped their graduates for self-employment by including entrepreneurial skills in their programmes. Grounded on the contingency organizational theory, this article ascertained the necessity to incorporate entrepreneurship education in non-business programmes at TVET colleges. Data was collected from the TVET colleges, websites, brochures and documents of all the public TVET colleges in South Africa. The findings indicated that only 42 % of the programmes offered entrepreneurship education in their curricula. Moreover and interestingly, the province with the highest prevalence of entrepreneurship education (49 %) in their programmes is Limpopo and not the Western Cape, the financial capital. Consequently, there is a vital need to implement entrepreneurship education in all non-business programmes, for it may increase business start-ups, innovation and improve on the employability rate of the graduates
{"title":"A call for more entrepreneurship education in non-business programs at South African TVET colleges","authors":"R. Nchu, R. Tengeh, J. Cronje","doi":"10.21303/2504-5571.2023.003062","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.003062","url":null,"abstract":"There has been an increase in the number of unemployed Technical and Vocational Education and Training (TVET) graduates even though these institutions are meant to train students for a particular job, several employment opportunities or self-employment. While proactive higher learning institutions acted on the need to equip graduates with entrepreneurial skills, others have not. More concerning is that even those who do not include entrepreneurial education in their curricula expect their graduates to be self-employed if they cannot find employment upon graduation. This article ascertained the extent, to which TVET colleges equipped their graduates for self-employment by including entrepreneurial skills in their programmes. Grounded on the contingency organizational theory, this article ascertained the necessity to incorporate entrepreneurship education in non-business programmes at TVET colleges. Data was collected from the TVET colleges, websites, brochures and documents of all the public TVET colleges in South Africa. The findings indicated that only 42 % of the programmes offered entrepreneurship education in their curricula. Moreover and interestingly, the province with the highest prevalence of entrepreneurship education (49 %) in their programmes is Limpopo and not the Western Cape, the financial capital. Consequently, there is a vital need to implement entrepreneurship education in all non-business programmes, for it may increase business start-ups, innovation and improve on the employability rate of the graduates","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84497898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.21303/2504-5571.2023.002867
Benkosi Madlela
The study explored the prospect and challenge of integrating Indigenous Knowledge Systems (IKS) into the Natural Science (NS) curriculum in schools. An interpretivist research philosophy was employed to guide the data collection process that utilized a qualitative research approach and a case study research design. Interviews and focus group discussions were used to collect data from purposively selected NS Heads of Departments (HODs), NS teachers and Head masters in Phongola schools. Findings revealed that IKS has benefits in the NS curriculum, such as contextualising education and acting as learners’ prior knowledge, promoting diversity in class and making it possible for teachers to use field trips and traditional visual materials when delivering instruction in NS classes. Findings also revealed that integrating IKS into the NS curriculum faced challenges like a lack of government commitment to review education policies, lack of IKS study material in schools and extinction of IKS. It was recommended, that the Department of Basic Education should review its policies and integrate IKS as a full knowledge strand in the NS curriculum, document IKS as a full knowledge stand in the NS text books and incorporate IKS in teacher training programmes. Schools should use IKS custodians in communities as resource persons and also involve parents to help their children with their homework on IKS related topics and activities.
{"title":"Prospect and challenges of integrating indigenous knowledge systems into the Natural Science curriculum in schools","authors":"Benkosi Madlela","doi":"10.21303/2504-5571.2023.002867","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002867","url":null,"abstract":"The study explored the prospect and challenge of integrating Indigenous Knowledge Systems (IKS) into the Natural Science (NS) curriculum in schools. An interpretivist research philosophy was employed to guide the data collection process that utilized a qualitative research approach and a case study research design. Interviews and focus group discussions were used to collect data from purposively selected NS Heads of Departments (HODs), NS teachers and Head masters in Phongola schools. Findings revealed that IKS has benefits in the NS curriculum, such as contextualising education and acting as learners’ prior knowledge, promoting diversity in class and making it possible for teachers to use field trips and traditional visual materials when delivering instruction in NS classes. Findings also revealed that integrating IKS into the NS curriculum faced challenges like a lack of government commitment to review education policies, lack of IKS study material in schools and extinction of IKS. It was recommended, that the Department of Basic Education should review its policies and integrate IKS as a full knowledge strand in the NS curriculum, document IKS as a full knowledge stand in the NS text books and incorporate IKS in teacher training programmes. Schools should use IKS custodians in communities as resource persons and also involve parents to help their children with their homework on IKS related topics and activities.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"69 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76250327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.21303/2504-5571.2023.002778
Gbenga Michael Adeyeye
Studies into the elements that influence students' academic progress have drawn the interest and concern of teachers, counsellors, psychologists, researchers, and school officials in Nigeria. The foundation of society is the family, which is generally understood as a couple raising their children or a group of individuals living under one roof and typically under one head. Every family is thought to want their children to do well in school. However, a lot of elements, such as economic pressure, lead families to lose interest in their children's academic endeavours. The study aimed to investigate the relationship between secondary school students' academic achievements and their family structure in Oyo State, Nigeria. A structured questionnaire was utilised for the study to collect data because it helped the researcher found to standardise data collection, categorise data for statistical analysis and collect data at a lower administrative cost. Descriptive and correlational approaches were also applied. Correlational design helps identify the relationship between two variables, while the descriptive design accurately describes the events as they actually occur. Therefore, it was possible to establish a connection between the type of family and the pupils' academic performance. One-way ANOVA was used as the statistical tool to analyse the data. This decision was taken after running the descriptive analysis of the dependent variables. According to the study's findings, family structure and their socioeconomic position, parenting, and upbringing affects pupils' academic achievements in secondary schools in Oyo State, Nigeria. Also, family structure affects parental support, class concentration, and the self-esteem of students. Additionally, there is a correlation between students' academic success in secondary schools in Oyo State, Nigeria and the family structure. The study findings indicate that the provision of basic needs (food, shelter, and clothing), mental wellbeing, adequate economic resources, harmony in the parents' relationship, and soundness of the parent-child relationship were significantly influencing the academic performance of students in secondary schools in Oyo State, Nigeria
{"title":"The influence of family stru cture on children's academic achievement: evidence from some selected secondary schools in Oyo State, Nigeria","authors":"Gbenga Michael Adeyeye","doi":"10.21303/2504-5571.2023.002778","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002778","url":null,"abstract":"Studies into the elements that influence students' academic progress have drawn the interest and concern of teachers, counsellors, psychologists, researchers, and school officials in Nigeria. The foundation of society is the family, which is generally understood as a couple raising their children or a group of individuals living under one roof and typically under one head. Every family is thought to want their children to do well in school. However, a lot of elements, such as economic pressure, lead families to lose interest in their children's academic endeavours. The study aimed to investigate the relationship between secondary school students' academic achievements and their family structure in Oyo State, Nigeria. A structured questionnaire was utilised for the study to collect data because it helped the researcher found to standardise data collection, categorise data for statistical analysis and collect data at a lower administrative cost. Descriptive and correlational approaches were also applied. Correlational design helps identify the relationship between two variables, while the descriptive design accurately describes the events as they actually occur. Therefore, it was possible to establish a connection between the type of family and the pupils' academic performance. One-way ANOVA was used as the statistical tool to analyse the data. This decision was taken after running the descriptive analysis of the dependent variables. According to the study's findings, family structure and their socioeconomic position, parenting, and upbringing affects pupils' academic achievements in secondary schools in Oyo State, Nigeria. Also, family structure affects parental support, class concentration, and the self-esteem of students. Additionally, there is a correlation between students' academic success in secondary schools in Oyo State, Nigeria and the family structure. The study findings indicate that the provision of basic needs (food, shelter, and clothing), mental wellbeing, adequate economic resources, harmony in the parents' relationship, and soundness of the parent-child relationship were significantly influencing the academic performance of students in secondary schools in Oyo State, Nigeria","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82256437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.21303/2504-5571.2023.002872
Taetso Mphokane Asnath Morethe, T. Kekana, M. Montle
This study explored the linguistic challenges, faced by Assistant Teachers of English in the classroom with specific reference to two primary schools in the Limpopo province, South Africa. The study also investigated the perceptions of English teachers and learners on the support, received from Assistant Teachers in English classrooms. The study used interviews to investigate and explore various linguistic challenges, faced by Assistant Teachers. Data was also collected using questionnaires, which were designed to compare perceptions of English teachers and learners who received support from Assistant Teachers. Data from questionnaires was analysed quantitatively, and data from interviews was analysed qualitatively. This study was prompted by the increasing number of Assistant Teachers, required in South African schools. Furthermore, several research studies found that Assistant Teachers struggle to assist learners in Mathematics, English and Science. Amongst other things, the study revealed that Assistant Teachers of English have inadequate English language competency to assist in English classrooms. Challenges in grammar, sentence structure, word formation, comprehension, and difficulty to express themselves in English contribute to Assistant Teachers’ incompetence in the English language. Although learners find the support of Assistant Teachers in the English classroom helpful for the teaching and learning process, English teachers are concerned with the quality of education, received by learners, since they are aware of the lack of English competency amongst Assistant Teachers of English. The overall findings of this study revealed that there is a need to appoint well-trained Assistant Teachers that will not only benefit teachers but be able to provide learners with the quality education they deserve. Findings from this study could contribute to improving the quality of education in primary schools.
{"title":"Linquistic challenges faced by assitatnt teachers of english in Limpopo province: the case of two primary schools","authors":"Taetso Mphokane Asnath Morethe, T. Kekana, M. Montle","doi":"10.21303/2504-5571.2023.002872","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002872","url":null,"abstract":"This study explored the linguistic challenges, faced by Assistant Teachers of English in the classroom with specific reference to two primary schools in the Limpopo province, South Africa. The study also investigated the perceptions of English teachers and learners on the support, received from Assistant Teachers in English classrooms. The study used interviews to investigate and explore various linguistic challenges, faced by Assistant Teachers. Data was also collected using questionnaires, which were designed to compare perceptions of English teachers and learners who received support from Assistant Teachers. Data from questionnaires was analysed quantitatively, and data from interviews was analysed qualitatively. This study was prompted by the increasing number of Assistant Teachers, required in South African schools. Furthermore, several research studies found that Assistant Teachers struggle to assist learners in Mathematics, English and Science. Amongst other things, the study revealed that Assistant Teachers of English have inadequate English language competency to assist in English classrooms. Challenges in grammar, sentence structure, word formation, comprehension, and difficulty to express themselves in English contribute to Assistant Teachers’ incompetence in the English language. Although learners find the support of Assistant Teachers in the English classroom helpful for the teaching and learning process, English teachers are concerned with the quality of education, received by learners, since they are aware of the lack of English competency amongst Assistant Teachers of English. The overall findings of this study revealed that there is a need to appoint well-trained Assistant Teachers that will not only benefit teachers but be able to provide learners with the quality education they deserve. Findings from this study could contribute to improving the quality of education in primary schools.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91032818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.21303/2504-5571.2023.002751
M. Twum-Darko, Raafiq Abrahams
By examining the role and value of customer retention (CR) in the life insurance sector of the South African insurance industry, this paper seeks to uncover the level of clientele receptiveness and willingness to adopt Information Technology (IT)-based Customer Relationship Management (CRM). Arguably, there are changing client needs, and market erosion requires innovative processes and particularly a readiness to accommodate the swift changes in technology. This volatile environment has, over the past decade, created increased competition and uncertain economic futures, which has placed life insurers under pressure and facing a steady increase in policy lapses. The primary objective of this paper is to investigate the role and value of IT-based CRM potential on customer retention in the life insurance industry in South Africa. It is argued, that with technological advances, increased competition, tough economic conditions, and clients becoming more financially conscious, insurers need to seek further and newer methods to retain their clientele. The study applied a quantitative research methodology by administering existing structured questionnaires to 100 clients at a Walk-in-Centre of a major life insurance company in South Africa to examine the causal link between IT-based CRM and customer retention. The survey concluded that probing unchartered terrain is required in fluctuating times for insurers to be competitive. The implication of the findings is that the speed, at which technology is evolving, is compelling insurers to evaluate new and alternative means of managing client relationships, as clients now drive the economy, not businesses. The very essence of a good CRM programme is its reliance on an IT system innovation, which is advanced enough to analyse the captured client data, transform that data into usable knowledge, which is then used to drive client retention. Explain who will be interested in the findings and why they should care about them. This paper contributes to the understanding, and implementation, of a successful IT-based CRM tool within the life insurance industry
{"title":"Customer relationship management systems for customer retention in a life insurance organisation in South Africa","authors":"M. Twum-Darko, Raafiq Abrahams","doi":"10.21303/2504-5571.2023.002751","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002751","url":null,"abstract":"By examining the role and value of customer retention (CR) in the life insurance sector of the South African insurance industry, this paper seeks to uncover the level of clientele receptiveness and willingness to adopt Information Technology (IT)-based Customer Relationship Management (CRM). Arguably, there are changing client needs, and market erosion requires innovative processes and particularly a readiness to accommodate the swift changes in technology. This volatile environment has, over the past decade, created increased competition and uncertain economic futures, which has placed life insurers under pressure and facing a steady increase in policy lapses. The primary objective of this paper is to investigate the role and value of IT-based CRM potential on customer retention in the life insurance industry in South Africa. It is argued, that with technological advances, increased competition, tough economic conditions, and clients becoming more financially conscious, insurers need to seek further and newer methods to retain their clientele. \u0000The study applied a quantitative research methodology by administering existing structured questionnaires to 100 clients at a Walk-in-Centre of a major life insurance company in South Africa to examine the causal link between IT-based CRM and customer retention. The survey concluded that probing unchartered terrain is required in fluctuating times for insurers to be competitive. The implication of the findings is that the speed, at which technology is evolving, is compelling insurers to evaluate new and alternative means of managing client relationships, as clients now drive the economy, not businesses. The very essence of a good CRM programme is its reliance on an IT system innovation, which is advanced enough to analyse the captured client data, transform that data into usable knowledge, which is then used to drive client retention. Explain who will be interested in the findings and why they should care about them. This paper contributes to the understanding, and implementation, of a successful IT-based CRM tool within the life insurance industry","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91274513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.21303/2504-5571.2023.002581
H. Zwane, Sheunesu Zhou
In low-income economies, large gender gaps suggest that fewer women engage in entrepreneurial activities. The quest for gender inclusion has been a relevant issue, contested among scholars investigating ways to alleviate poverty through economic growth in South Africa and the sphere of entrepreneurial studies. The aim of this study was to investigate the obstacles that female entrepreneurs in small, medium, and micro-informal companies face in the uMhlathuze Municipality in South Africa. Twenty-four (24) females who operate small and medium micro-informal companies were interviewed using a qualitative research methodology. Content analysis was used to examine the data. Females confront various challenges, including criminality, draughts, non-conducive working settings, and intense competitiveness, according to the research. Lack of infrastructure, funding and information, education and training, and operational permission concerns are all obstacles to business development. The key issues that most of the participants faced were a lack of funds, infrastructure, and education and training, all of which were used to develop recommendations. The municipality should establish training centres in each township to train and educate women who want to start or expand their companies. The study seeks to contribute to the literature on women entrepreneurship in the informal sector by focusing mainly on challenges/barriers hindering female entrepreneur’s success in the uMhlathuze Municipality. They are limited studies that have conducted a similar research in this geographic area.
{"title":"Entrepreneurial challenges facing female entrepreneurs in informal micro businesses: a case study of uMhlathuze municipality","authors":"H. Zwane, Sheunesu Zhou","doi":"10.21303/2504-5571.2023.002581","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002581","url":null,"abstract":"In low-income economies, large gender gaps suggest that fewer women engage in entrepreneurial activities. The quest for gender inclusion has been a relevant issue, contested among scholars investigating ways to alleviate poverty through economic growth in South Africa and the sphere of entrepreneurial studies. \u0000The aim of this study was to investigate the obstacles that female entrepreneurs in small, medium, and micro-informal companies face in the uMhlathuze Municipality in South Africa. \u0000Twenty-four (24) females who operate small and medium micro-informal companies were interviewed using a qualitative research methodology. Content analysis was used to examine the data. \u0000Females confront various challenges, including criminality, draughts, non-conducive working settings, and intense competitiveness, according to the research. Lack of infrastructure, funding and information, education and training, and operational permission concerns are all obstacles to business development. The key issues that most of the participants faced were a lack of funds, infrastructure, and education and training, all of which were used to develop recommendations. \u0000The municipality should establish training centres in each township to train and educate women who want to start or expand their companies. \u0000The study seeks to contribute to the literature on women entrepreneurship in the informal sector by focusing mainly on challenges/barriers hindering female entrepreneur’s success in the uMhlathuze Municipality. They are limited studies that have conducted a similar research in this geographic area.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82648705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.21303/2504-5571.2023.002734
X. Thusi, Victor H. Mlambo
Gender-based violence (GBV) is a global social problem that has received considerable attention from policymakers and researchers. However, when speaking of GVB, significant attention is paid to women who are seen as being at the receiving end of violence. Although statistics do support the notion that women are mostly exposed to GBV, little attention has been paid to GBV against men as often not, it is the man who is seen as the aggressor and the woman painted as the victim. This article investigates reasons Gender-Based Violence (GBV) against men is not being addressed in South Africa. Males are also victims of GBV in South Africa, although the government, media, and police pay little attention to GBV against males. It is critical to remember, that men, regardless of their muscularity, can be mistreated by men or women. Males may be raped, killed, or attacked, and they also deserve government care and protection. In South Africa, the government is especially concerned about The GBV against women and children, and August is recognized as Women's Month, where women's rights and protections are vigorously contested. However, in South Africa, nothing is done to protect men from gender-based violence. This article acknowledges violence against women and children in South Africa; however, it contends that the government has done insufficient to combat violence against males in South Africa, even though the constitution guarantees males' human rights and recognizes that they can also be victims of GBV.
{"title":"South Africa's gender-based violence: an exploration of a single sided account","authors":"X. Thusi, Victor H. Mlambo","doi":"10.21303/2504-5571.2023.002734","DOIUrl":"https://doi.org/10.21303/2504-5571.2023.002734","url":null,"abstract":"Gender-based violence (GBV) is a global social problem that has received considerable attention from policymakers and researchers. However, when speaking of GVB, significant attention is paid to women who are seen as being at the receiving end of violence. Although statistics do support the notion that women are mostly exposed to GBV, little attention has been paid to GBV against men as often not, it is the man who is seen as the aggressor and the woman painted as the victim. This article investigates reasons Gender-Based Violence (GBV) against men is not being addressed in South Africa. Males are also victims of GBV in South Africa, although the government, media, and police pay little attention to GBV against males. It is critical to remember, that men, regardless of their muscularity, can be mistreated by men or women. Males may be raped, killed, or attacked, and they also deserve government care and protection. In South Africa, the government is especially concerned about The GBV against women and children, and August is recognized as Women's Month, where women's rights and protections are vigorously contested. However, in South Africa, nothing is done to protect men from gender-based violence. This article acknowledges violence against women and children in South Africa; however, it contends that the government has done insufficient to combat violence against males in South Africa, even though the constitution guarantees males' human rights and recognizes that they can also be victims of GBV.","PeriodicalId":33606,"journal":{"name":"EUREKA Social and Humanities","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72854861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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