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There are numerous obstacles that local government managers still have to overcome have given rise to fresh and creative ideas for providing their communities with high-quality services at lower costs. Delivery of services in a cooperative manner It is becoming more common for the public sector to use civil society and/or the private sector to offer public goods and services. Three significant facets of these developing relationships are examined by the author in this article. Numerous such creative initiatives have surfaced as a result of the local government's cooperation with corporate, nonprofit, or other public organizations. However, before delving into this matter, the paper discusses why public partnerships are necessary in South Africa in order  to get quality services, and then specific instances of cooperative service quality projects are discussed. This article offers a viewpoint to emphasize crucial considerations that local officials should make when determining which services could profit from these kinds of partnerships and which type of cooperation might be most likely to assist a community in reaching its objectives.

Many Bachelor of Education (BEd) students encounter difficulties in understanding research concepts, particularly in formulating problem statements which hampers their ability to articulate and develop their research effectively. This paper aims to propose strategies to enhance research skills among the BEd students at a University of Technology, focusing on research skill development and exploring the effectiveness of integrating practical research skills through face-to-face interaction. The paper is rooted in connectivism, which argues for the use of technology and life-long learning to enhance research skills. The research study was qualitative involved 30 participants. A discussion group was established on WhatsApp in order to gather qualitative data. WhatsApp is commended for being quick and easy to use, enabling participants to interact from the comfort of their own spaces. Purposive sampling was employed in this paper with 30 final year students from different specialisations. The data was analysed using themes and sub-themes. The findings indicates that many students struggle with formulating the problem statement, establishing the background of the study, and providing a rationale for their research, which negatively impacts their research development. The study proposes targeted interventions such as structured research mentorship programs, integration of research workshops into the curriculum and the use of technology-enhanced learning tools to scaffold research learning. Further propose a strategy to bridge the gap between theoretical knowledge and practical research application, ultimately fostering a culture of inquiry and academic rigor among future teachers. Based on these findings, restructuring the research component within the B Ed program is essential.  This includes integrating research components in Teaching Practice training to promote reflective practice and facilitate research skill development among BEd students.

The growing use of AI in higher education has heightened interest in genuine e-assessment to improve assessment efficacy, inclusivity, and academic integrity. Nonetheless, the implementation of AI-enhanced assessment techniques in South African higher education is inconsistent, influenced by structural disparities, ethical dilemmas, and differing degrees of institutional preparedness. This study offers a qualitative systematic literature analysis that investigates the implementation issues and pedagogical ramifications of AI-enhanced genuine e-assessment at South African Higher Education Institutions (SAHEIs). The evaluation, structured using a PICo-informed framework and according to PRISMA principles, synthesised evidence from 49 peer-reviewed publications published from 2020 to 2024. A narrative theme synthesis was utilised to examine persistent patterns concerning implementation obstacles, ethical considerations, assessment change, inclusion, and governance. AI-driven assessment technologies have significant advantages, such as higher grading consistency, scalability, tailored feedback, and increased student involvement. Nonetheless, infrastructural constraints, ongoing digital disparities, inadequate faculty readiness, and the lack of cohesive institutional policies hinder these advantages. Ethical concerns, especially algorithmic bias, data privacy, and academic integrity, exacerbate the implementation of AI in varied and resource-limited settings. This analysis finds hybrid evaluation models that integrate AI automation with human judgement as the most pedagogically sound and ethically responsible method. The study indicates that AI-enhanced authentic e-assessment possesses transformative potential for SAHE, contingent upon context-sensitive policies, ongoing professional development, equitable infrastructure investment, and strong ethical governance frameworks.

This study examines how small agribusinesses in Mangaung Metropolitan Municipality, South Africa, respond to digital disruption within a changing rural economy. Using a hybrid methodology combining bibliometric analysis and thematic synthesis, it draws on 2015–2024 data from Scopus and Web of Science. Bibliometric mapping reveals global research trends, while thematic analysis identifies local coping strategies. Findings show that despite financial and infrastructural constraints, small agribusinesses employ informal digital practices to improve efficiency and navigate market challenges. The study highlights grassroots innovation and resilience in a resource-constrained context, offering a context-sensitive view of digital adoption. It contributes to theory by extending the Diffusion of Innovation framework to rural entrepreneurship and emphasises the role of digital inequality in shaping innovation. The research provides valuable insights for policy, support mechanisms, and future studies aimed at fostering inclusive digital transformation in marginalised agribusiness settings.

The psychological and emotional well-being of academic staff in the South African higher education system is affected by multiple challenges that obscure the delivery of distinct academic projects. These challenges have an impact on the academic staff’s mental health. The primary objective of this study is to investigate the mental health stressors affecting academic program coordinators at a South African university. By identifying and analyzing specific challenges, the research aims to provide actionable insights to inform institutional policies and interventions designed to improve the mental well-being of academic staff. This study will broaden the understanding of the mental health stressors among South African universities. The study is premised within an interpretivist paradigm and uses a case study qualitative design. Individual interviews were conducted with 4 purposively selected academic programme coordinators.  Data were analysed using thematic and narrative analyses. The findings identified five mental health stressors that affect academic programme coordinators. These stressors are (1) increased and heavy workload with many modules and extra administration; (2) understaffing- increased students-no creation of new posts; (3) duplication of duties and work transfer; (4) lack of support, and lack of implementation of resolutions; and (5) over-use of part-time lectures at most 50 part-time lectures.  As part of the conclusions, the study recommends that the university conduct a job analysis to revisit and reimagine job descriptions and organizational structure to alleviate job duplication and job transfer. Furthermore, the study proposes adequate staffing and equitable workloads across the university’s academic and support staff

This study investigates the perceptions of Management Sciences students in Bloemfontein, South Africa, regarding the role of technology in facilitating entrepreneurship and its impact on business success. In the context of a rapidly evolving technological landscape, the research aims to evaluate students' knowledge, attitudes, and comprehension of how technology influences entrepreneurial endeavours. Utilising a quantitative approach, this study identifies gaps in students' understanding, assesses their readiness to embrace technological advancements, and evaluates their awareness of the strategic importance of technology in the entrepreneurial journey. Findings reveal significant insights into students' perceptions and highlight areas for improvement in educational curricula designed to enhance technological literacy among aspiring entrepreneurs. This study contributes to the development of interventions that equip students with the necessary skills and knowledge to navigate the increasingly digital entrepreneurial landscape, thereby promoting a generation of technologically proficient and entrepreneurial-minded individuals.

This empirical paper examines the challenges third-year students face in learning Economic and Management Sciences (EMS) at a University of Technology. The primary issue is that students frequently struggle to grasp the subject effectively, resulting in unsatisfactory outcomes. The paper is rooted in Constructivist Learning Theory, pioneered by Vygotsky and Piaget, which posits that students develop their understanding through active engagement and social interaction. Participatory Action Research was employed as the primary method for data collection, and a thematic approach was used for data analysis. A WhatsApp group was created to facilitate group discussions for data collection and analysis. Participants included nine (n=9) third-year students specialising in EMS as one of their elective subjects. The study found that inadequate mentorship and support significantly affect the effectiveness of learning EMS. The complexity of EMS, a lack of accounting background, and the workload were identified as key challenges hindering effective learning. Based on these findings, the study recommends that students, particularly those without a strong foundation in accounting from high school, receive adequate support. Additionally, it advocates that each course should be treated independently rather than combining multiple subjects under EMS. Based on these findings, the study aims to contribute to the enhancement of EMS teaching and to propose strategies for addressing the frustrations experienced by third-year students within the module.

Despite extensive research on the impact of educational technology in enhancing the quality of teaching, learning, and learner academic achievement, there remains a notable lack of research focusing on teachers’ perspectives regarding the role of technology in addressing educational inequities. Using South Africa as a case study, this qualitative investigation sought to explore South African teachers’ views on the perceived role of educational technology in promoting educational equity. Semi-structured interviews were conducted with four purposefully selected teachers from public schools in South Africa. The thematic findings indicated that the participants believed educational technology holds the potential to significantly contribute to the redress of educational inequities by expanding access to information and resources, improving the quality and efficiency of education, and catering to diverse learner preferences. However, participants also expressed concern that technology could potentially worsen existing disparities rooted in socioeconomic status. They emphasized the importance of equitable access to technological infrastructure. This study provides insights into the complex relationship between educational technology and equity within the South African context and underscores the importance of incorporating teachers’ perspectives in the implementation of technology-driven initiatives intended to eliminate educational inequalities.

The maturing democracy in South Africa is navigating challenges within the context of participatory democracy, which has evolved into two distinct states. The arrangement of these two states reflects the citizens' efforts to mobilise for the public state, as opposed to their belief in the private state. The public state is exemplified by active participation aimed at advancing the interests of the impoverished, which should serve as a foundational element to inform the government of its citizens' desires. The second state is the private state (intra-state), which functions in the digital age and communicates swiftly on various matters distinct from those of the public state. All these states appeal to the same government, yet one state appears to be thriving more than the others, complicating the philosophical framework that underlies South Africa's public administration aimed at unifying the nation. This study aims to illustrate the quality of services and the dependencies of these two states on government, highlighting how their existence is scientifically steering the government in divergent directions. Secondly, this illustrates how these two states are influenced by class contradictions within society, where one class oppresses another to promote its interests through government influence. The study concludes that intra-state arrangements are illegitimate, serving to exploit power dynamics over the public state and impacting national interests. A single public state is recommended for establishment.

A subtle inherent contest exists between supervisors and subordinates during performance appraisal sessions. Examining the moderating effect of training on employees' self-appraisal to foster curiosity. This study seeks to analyse the value proposition of self-appraisal in the context of 360-degree organisational performance. A self-appraisal was conducted among a random sample of employees from five companies in South Africa. The research employs a positivist paradigm, utilising a deductive approach characterised by quantitative methods. It incorporates a longitudinal study and a pre-post quasi-experimental survey design to gather data from a randomly sampled population of 526 participants. Utilising diverse multivariate statistical methods, such as analysis of variance (ANOVA) and correlation and regression modelling, for data analysis. This study illustrates that training improves self-efficacy, learning outcomes, and performance. Additionally, it highlights the integrity of self-appraisals in the post-training context, with 66% of participants favouring self-rated performance over supervisor assessments due to perceived bias. This paper offers insights for both practitioners and scholars, highlighting how a strong culture of human capital development (T&D) enhances self-efficacy and predicts positive organisational behaviours and optimal performance.      

Employee turnover is a significant issue for organizations worldwide, affecting stability, productivity, and innovation. In South Africa, public service departments face challenges in retaining qualified personnel as they migrate to higher-paying jobs. The study aims to investigate factors contributing to high turnover of Heads of Department or Accounting Officers within the Department of Economic Development and Tourism (DEDT) in Mpumalanga Province. In order to gather information from a sample of 67 employees and to propose empirically supported strategies to lower employee turnover, increase retention, and boost organisational effectiveness, the study used qualitative research methodology, interviews, and semi-structured interviews. Main findings of the study demonstrate that (i) employees are leaving due to negative factors within the department and short-term employment contracts (ii) employees with limited skills or experience being placed in key positions, further contributing to dissatisfaction and high turnover (iii)due to a lack of attention to addressing employee turnover, the department suffers from low morale, poor service delivery, and negative public perception, ultimately impacting the organization's performance. The findings are recommended for sharing with the Department of Economic Development and Tourism and other government departments in South Africa as it could provide a reliable approach of dealing with staff turnover throughout the public sector.

The purpose of the study was to explore the challenges and strategies of cultivating and promoting inclusivity and diversity in the energy sector. Grounded in the interpretivist research paradigm, a qualitative approach was adopted specifically using descriptive multiple case study design. In-depth interviews were conducted from sixteen purposively selected participants from the energy industry in Chipinge district, Zimbabwe. Data was analyzed using the thematic data analysis technique.  The study found out that the work environment in the energy industry was partially inclusive. There is evidence of both success stories and challenges with regards to inclusivity in the energy sector. The main challenges faced by the energy sector in promoting inclusivity include resource inadequacies, unconscious biases, resistance to change, communication barriers, tokenism, lack of knowledge and commitment from managers, strategic misalignment, policy deficiency and gender disparities in leadership roles. The strategies that can be employed to cultivate an inclusive work environment are the development of comprehensive policies, cultural transformation through management training, deliberate inclusion in procurement and infrastructure design, regular employee surveys, inclusive leadership programs, and mentorship initiatives. The findings contribute to the broader discourse on fostering inclusivity in the workplace by equipping all stakeholders with full knowledge and understanding of inclusive workplace dynamics. The study also contributes to the body of knowledge by shedding light on the challenges faced by the energy sector and strategies for accelerating the embracing of inclusivity in the energy sector. Furthermore, the study adds to the underexplored discourse of diversity management in Southern Africa and brings a grounded qualitative voice to the broader literature.

The conception and focus of Siyaphumelela Project were on the promotion of student success through the support programmes rolled out by the university’s support units. For the past ten years of the Siyaphumelela Project’s life, academic departments were left out, and they were not involved when data was elicited from student. The primary objective of this conceptual paper was to offer a critical analysis of the impact of Siyaphumelela Project on student access and success and how caring pedagogy influenced student learning and success in one school of teacher education in South Africa. We used Caring Pedagogy as a frame of reference in reflecting on building relationships, compassionate classrooms and promoting student learning. In this study we used desktop research.  Firstly, data identified that faculties and units are operating in silos instead of building solid relationships. Secondly, the research findings identified a need to create compassionate classrooms and caring environments. As part of conclusion, the paper recommends the case Teacher Education to adopt Caring Pedagogy perspectives and holistic and inclusive and integrated and empathetic approach. Furthermore, to foster within Siyaphumelela Project compassionate classrooms and caring environment that promotes collegial and collaborative working space and fosters student learning and success.

This article reports on literature review and the reflective practice of teachers and school principals on the use of action research in identifying teachers’ professional development (TPD) needs required for a successful implementation of blended and virtual learning. This article sought to contribute to the body of knowledge of teachers’ needs analysis and development; teachers’ digital competencies; and action research to the field of education. School principals and teachers who participated in this study confirmed that action research is an effective strategy that can be used in TPD. They further stressed that action research can be used to replace the existing ‘one size fits all strategy’ that is currently used blatantly across highly adequately and under-resourced schools. Using action research helped them expose realities entrenched within teaching and learning in less privileged schools. This study recommends the use of action research as strategy for identification of teachers’ and learners’ needs that should inform the contents and nature of teachers’ professional development programs.

This article aims to offer significant insights regarding the degree to which the Accounting curriculum in grade 12 prepares students for the Bachelor of Accounting program. In South Africa, secondary school students traditionally select topics based on their intended occupations. For example, students aiming to obtain a Bachelor of Accounting enrol in a commercial path, with Accounting as one of their primary disciplines. The grade 12 accounting curriculum is considered suitable for preparing students for a Bachelor of Accounting degree. Nonetheless, there are significant deficiencies regarding the degree to which the grade 12 Accounting program equips students for a Bachelor of Accounting. This qualitative study utilised a constructivist framework and implemented a case study research approach. Two Bachelor of Accounting students and instructors were intentionally selected for semi-structured interviews. The acquired data was examined by theme analysis. The research indicated that deficiencies in the grade 12 curriculum of secondary education insufficiently equip students for a Bachelor of Accounting. The university curriculum significantly differs, as the teaching materials for the grade 12 Accounting syllabus are outdated, and the training is solely theoretical.  Given the aforementioned findings, this study advocates for an upgrade to the grade 12 Accounting curriculum. by incorporating insights from Bachelor of Accounting specialists and integrating data from various businesses. Additionally, the grade 12 curriculum must incorporate practical learning experiences to provide students with exposure to the program.

This paper examines the challenges facing the provision of low-cost housing conundrum, with specific reference to the Eastern Cape Province. The paper will further explore policy alternatives to the idea of low-cost housing scheme delivery over time with a view to improving delivery of low-cost housing inquest for integrated sustainable communities in the province. Against the above stated background, the aim of this paper is to investigate challenges facing the provision of low-cost housing on the people of Eastern Cape Province.  The guiding research question of this paper is: what is the efficacy way of implementing integrated low-cost housing strategy in addressing the problem of affordable housing shortage for the poor in the Province through the Integrated Human Settlement Plan? This papers setting is in the Eastern Cape Province, South Africa. A mixed method approach is employed to explore and describe the complexities at play in the policy tensions conundrum in the Eastern Cape Province. The findings of this paper suggest that the goal and vision of Integrated Human Settlement Plan should be consistently communicated in clear simple terms to all affected, especially the rural poor communities as they are most affected by the provision of low-cost housing provision. This article contributes to the scholarship of Public Administration and Development Management of resources surrounding the ongoing debate on the implementation of Integrated Human Settlement programme’s and government interventions that are targeted at low income and poor communities in South Africa with regard to transformation, development and policy implementation. The main argument of this paper is that with an adequate policy execution of the government’s development agenda we can improve service delivery as well as integrated human settlement that brings human dignity to the province of the Eastern Cape.

The focus of this study was to examine the mediating effects of operational efficiency on the relationship between budgeting practices (budget planning and budget participation) and financial performance among 3D printing SMMEs in South Africa. A quantitative, cross-sectional survey design was adopted for the study. The stratified sampling technique was used to select 3D printing SMMEs in South Africa. A total of two hundred and fifty (250) managers and employees of 3D printing SMMEs formed the sample size of the study. Statistical Package for Social Sciences (SPSS) software versions 26 and Smart PLS 4 were used to analyze the data gathered. PLS-Structural Equation Modelling was used to test the hypothesis for both direct and mediation effects. The results indicate that a significant negative relationship exists between budget planning and financial performance, as well as budget participation and financial performance. Significant positive relationships were found to exist between the following variables: budget planning and operational efficiency, budget participation and operational efficiency, and operational efficiency and financial performance. Operational efficiency was found to mediate the relationship between budget planning and financial performance as well as budget participation and financial performance. The results imply that the implementation of budgeting practices such as budget planning and budget participation in 3D printing SMME is not enough to achieve financial performance unless operational efficiency is given the utmost attention in 3D printing SMMEs in South Africa.

The antecedents of counterproductive work behaviour (CWB) in the higher education sector have remained unexamined in available literature. Moreover, the impact of job insecurity, job stress, and negative emotions on the occurrence of CWB within the academic context have hardly been interrogated. This study therefore, aimed at investigating the impact of job insecurity, job stress and negative emotions on CWB and further examining the mediating role of job stress and negative emotions in the occurrences of CWB among academics. Data was collected from 716 academics in Technical Universities in Ghana using self-reported questionnaires with close-ended questions and a convenient sampling technique. Confirmatory Factor Analysis was conducted to verify the measurement structure of the constructs. Structural Equation Model was employed to test the hypotheses in the conceptual model. The result showed a statistically significant direct effect of job insecurity, job stress and negative emotions on the occurrence of counterproductive work behaviour among academics. It was further revealed that there is a positive relationship between job insecurity and job stress, with job stress partially mediating the relationship between job insecurity and counterproductive work behaviour. Furthermore, negative emotions acted as a partial mediator in the relationship between job stress and counterproductive work behaviour. The findings have implications for higher education institutions in taking steps to address job insecurity, job stress, and negative emotional experiences of academics to mitigate counterproductive work behaviour among academics.

The study aims to explore inadequate pedagogical training for higher education and strategies that could enhance effective teaching. The study adopted a constructivist paradigm and qualitative research design as it is qualitative in nature. Bandura’s social cognitive theory forms the basis for the study. The theory holds that learning occurs in a social context, interacts with the surroundings and actions, and applies the already stored schemata to acquire new knowledge. Data were generated from the critical review of the relevant literature. It was interpreted and analyzed thematically following Castle and Amanda’s five steps of thematic analysis. The results showed inadequate funding and wrong assumptions about the teaching abilities of lecturers with advanced degrees. In addition, there is also a lack of formal training programs, which contributes to the poor state of teacher training. The study revealed that enough funding and transparent lecturers’ pedagogical training structures can enhance lecturers’ teaching abilities. The study concludes that teacher training for higher education is insufficient. However, proper financial support for relevant and effective teacher training programmes could improve lecturers’ teaching skills and thus better students’ performance. The study recommends that all lecturers in higher education should go under formal teacher training. Universities should also source funds to enhance formal teacher training for novice lecturers. There should be frequent refresher courses on the latest teaching methods for gurus already in the field.

The economic vibrancy of most small communities is generally driven by Small, Medium and Micro Enterprises (SMMEs) of different kind. Although the existence of these SMMEs tend to depend mainly on the disposition of the entrepreneur, the role of demographic variables tend to be very significant when it comes to their profitability and long-term survival. A myriad of research studies have highlighted the role of demographic characteristics. The paper aims to establish the influence of demographic variables on SMME sustainability and success. We employed a positivist research approach, which is descriptive in nature. A survey was used to collect data from 117 randomly sampled owners/managers respondents from a myriad of SMMEs in the Matjhabeng municipality in Welkom. Yielding a response rate of 69%. A regression analysis and interpretation was conducted to determine the influence of variables to each other. The regression data analysis revealed a mixed-bag of results with (i) education level, (ii) household income and (iii) consumer mobility reporting a significant relationship with SMME sustainability. Conversely, (iv) age level and (v) past work experience showed no significant relationship with SMME sustainability. To ensure sustained SMME growth and success, owner/managers must embrace and entrench a culture of investing not only in their self-development, but that of their team members/workforce as well. The study provides empirical evidence of the positive relationship between demographic variables and SMME’s sustained success and survival. Confirming that education and experience in particular are critical predictors of SMME success if investment on the most important asset, people, is given a high priority.