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This study aimed to investigate how accounting teachers use current technological apps to modernize accounting instruction and guarantee that students acquire critical 21st-century skills. The researcher used a case study research design in conjunction with a qualitative approach to achieve this goal. The authors employed semi-structured interviews to collect data from accounting instructors, using a sample of six educators who were conveniently and purposefully chosen. The results showed that, despite the availability of programs to support accounting instruction, accounting teachers do not use technology to teach accounting. The study also shows that some educators are eager to learn about and make use of the various technological tools at their disposal to better assist their students. The study also found that the secret to modernizing accounting education is forming alliances with networking corporations and academic institutions. To teach accounting, it is imperative that teachers receive retraining and that infrastructure be provided.  The authors recommend that, higher education institutions, such as universities, must provide teachers with comprehensive training on all facets of technology use. Teachers who are currently employed by the education department should get training from ICT specialists in the basic education department on pedagogical topic knowledge that may be utilized to update accounting instruction.    

This study provides an empirical assessment of financial prudence among South African individuals, focusing on savings and investment behaviour. Prior research highlights a positive correlation between national savings rates and economic growth, with countries exhibiting high saving rates often experiencing stronger economic prosperity. However, as of 2023, South Africa's gross saving rate remains around 17%, ranking the lowest among BRICS nations. In contrast, countries like China and India boast saving rates above 40% and 30% respectively, underscoring South Africa's persistent challenge in fostering a robust savings culture. Despite various initiatives aimed at increasing the national savings rate, these efforts have yet to yield significant improvements. This research explores whether financial prudence characterised by conservative spending and careful planning in the face of future income uncertainty—could contribute to higher personal savings rates. To investigate this, an experimental design was employed where participants were presented with a hypothetical lottery payout scenario to gauge their prudence and its effect on saving behaviour. Analysis of the data indicated that while individuals generally displayed a lack of prudence, prudence itself has a notable influence on savings. Based on these findings, the study recommends that financial products and services in South Africa be designed to be affordable, accessible, and suited to the needs of the population. Additionally, it advocates for government investment in small businesses, job creation, and efforts to attract foreign investment to support a more robust savings culture.

The purpose of the study was to investigate the importance of Teacher Professional Development in the implementation of online teaching as a tool for distance learning since the onset of COVID- 19. Before the outburst of the coronavirus pandemic, lecturers were used to face-to-face contact sessions, and most of the students did not have laptops. So, the distressing experience of COVID-19 has catalyzed the need for continuing professional teacher development. The study employed the theory of reasoned behavior and the theory of planned behaviour. The theory of reasoned action aims to explain the relationship between attitudes and behaviours within human action. It is used to predict how individuals will behave based on their pre-existing attitudes and behavioural intentions. The latter includes behavioural control as an additional determinant of intentions and behaviour. The study adopted qualitative methodology and employed the case study. The data was collected through interviews with four university lecturers, who were chosen through purposive sampling technique. The data revealed that most teachers perceived online teaching as a good intervention during the period of COVID- 19. However, teachers lacked training and experience when it comes to online teaching. This resulted in lot of uncertainty when it came to online teaching, and frustration for older teachers. In conclusion, the paper highlighted the need for teacher development in the form of in-service training and suggested that teachers should register for short courses on online learning, implementing mentorship programs by the tertiary institutions.

The world economy and ecology have undoubtedly been impacted by the coronavirus disease (COVID-19) epidemic. Female-owned Micro and Small Enterprises (MSEs), particularly those operating in marginalised rural economies, are major victims of the COVID-19 outbreak, mostly due to their restricted usage of digital technologies. Digitalisation thus opens up new opportunities for rural women owned MSEs and can help them remain competitive. The study aims to explore COVID-19 pandemic digitisation lessons for rural women owned micro-and small-enterprises. Even though the literature on Women Entrepreneurship is well covered, to the best of our knowledge, the intersection between rural women entrepreneurship and digitisation remains largely unexplored, particularly in African economies. A qualitative approach using personal insights to provide COVID-19 pandemic digitisation lessons for women owned MSEs was used to guide the collection and analysis of the data. The data were collected from a purposive sample of seven women entrepreneurs operating MSEs in the Raymond Mhlaba Local Municipality located in South Africa’s Eastern Cape Province and analysed through thematic analysis. The results highlight the critical importance of incorporating digital technology into business operations, stressing the need to prioritize data security, adopting a mobile-first approach, recognising the significance of an online presence, and innovatively developing digital or digitally enhanced offerings. The study's insights provide data-informed insights, as we continue to advocate for inclusive and effective responses to crises such as the COVID-19 pandemic. For rural women owned MSEs in South Africa, it is clear that digital platforms have been helpful, and while digitalization alone is insufficient, this research can inform the recovery strategies and policies needed after the pandemic. Key words: COVID-19, digitization, micro-and small enterprise, rural women entrepreneurs  

Ulwaluko or Traditional Male Circumcision is an old African practice that has survived years of criticism and attenuation of Western civilization through religion and education. With the growing Western influence on the continent, there is mounting questioning of the virtues of ulwaluko in some circles even amongst Africans themselves. Proponents of ulwaluko see the ritual as a potent tool for leadership development amongst young men. By adopting a qualitative research design, the authors collected data by interviewing young men who recently performed the ritual. Adopting a phenomenological approach helped the author understand the lived experiences of the target group.  The researcher found that over time, there have been influences that sought to weaken and derail the intended objectives of ulwaluko. The researcher also found that leadership development has always been and continues to be integral to the ritual. The recommendations from the study are that the custodians of African cultural beliefs, customs, and values should reclaim their scope of influence and dominance on cultural practices. Greater awareness also needs to be created of the virtues of ulwaluko particularly amongst the younger generations. The author concludes that ulwaluko still plays a pivotal and prominent role in leadership development amongst young African males and that its benefits cannot be undermined.  

Language plays a critical role in isiXhosa poetry. Through the play and interplay of morphemes, words, phrases and lines, poets carry their messages to the intended audience. In investigating five (5) isiXhosa poems, we discovered that poets do use language that denigrates women. This language manifest itself in isiXhosa poetry by words, phrases, and lines that paint women as gold diggers, robbers, lacking intellect, promiscuous, properties of men. The discovery was made through the use of qualitative research approach and critical discourse analysis design. The selected data was analysed through the lenses of African feminism, which examines the experiences of women in literature, such as oppression of women, traces of gender inequality, role of women, as well as representation of women. Main findings of the study demonstrate that language used in isiXhosa poetry upholds the ideals patriarchal ideology and logic. It uses language that is gender bias, sexist and anti-feminism. This form of language contributes to gender-based violence, as it represents women as objects of men, lacking intellect, promiscuous. In this paper, we recommend that poets find alternative language in criticising women; using language that uphold dignity of women will not compromise their message. Furthermore, poems that uses language that denigrate women must not be selected to be studied in basic education.

Attitudinal barriers and discriminatory practices continue to prevent the full participation of learners with disabilities in developmental learning contexts. Although disability has been on the psychological agenda for some time, there is limited empirical evidence on adopting African models to buffer prejudices. This paper addresses this critical gap by examining the experiences of disabled children subjected to prejudices in inclusive settings and the adaptation of the Afrocentric model to buffer those behaviors. The paper was guided by Allport's Social Reflection Theory, which explains why some groups may be targets of prejudice. The exploratory qualitative case study was undertaken in 4 inclusive schools in Gauteng province. Participants were 20 educators and 40 disabled learners in inclusive schools. Purposive sampling was used to choose participants in the study. Data was collected through semi-structured interviews with educators, and the researcher observed the engagement of the educators and 40 disabled learners.  Data collected were analyzed through qualitative thematic data analysis. From the themes that emerged in the findings, the following themes were discussed: advancing the truth in our praxis, fairness, harmony, and humanness. The paper, therefore, recommends that educators apply the practice of including the emerged themes in their learning content for improved grades and low dropout rates. Keywords: Prejudices, Disabled learners, Inclusive settings, Afrocentric inclusion model

The purpose of this study is to explore the challenges and opportunities of the COVID-19 pandemic for women entrepreneurs operating in the informal food sector. An exploratory qualitative approach is used to guide the collection and analysis of data which were collected from a sample of twenty women entrepreneurs. Verbatim transcriptions of digital recordings were analyzed thematically. The findings of the study indicate that women experienced the worst economic effects of the pandemic and faced a range of challenges, such as decreased customer base and demand, loss of income, lack of government and private support, safety and security fears, disrupted supply chains, and requirement for trading permits. Whereas the opportunities encompassed usage of digital technologies, alternative markets and new product offerings, and establishment of Informal women business networks. From the study findings, it is hence vital that policies acknowledge the importance of women and informal food vendors in the nation's informal food system.

The South African government attaches high priority on education hence a bigger share of the country’s budget is allocated to education. Literature presents a growing concern that South African public schools are not performing well with a number of contributing factors for learner poor performance. However, despite poor learner performance in some schools, there remain a number of schools who continuously produce pleasing results. It against this background that this paper sought to determine whether school culture has a contribution to Grade12 learners’ academic performance in selected secondary schools in the Eastern Cape Province. This paper used the Social Interactionist Theory (Mead, 1934) as it lenses, which seeks to understand events and circumstances around us and influence behaviour. This paper is located in the interpretivist paradigm and employed qualitative approach to gain experiences and opinions of participants on the influence of school culture 5 schools were sampled with 40 participants who responded through semi-structured interviews. Among the findings that emerged from the study was the critical participation of the stakeholders in school programmes, the vision and mission of the school to ensure learner success and maintenance of proud legacy of the school.  The paper therefore, recommends cascading focus to the lower grades to continuously sustain school culture that enhances good learner performance.

Sustainability of the rice production and farmers’ income in Nigeria raises a serious concern due to the rising costs of production inputs and other factors beyond farmers’ control. As a result, the study compared the cost and returns of rice production in North central, Nigeria. A multistage sampling technique was used to select 387 rice farmers in the study area. Descriptive statistics, gross margin analysis and seeming unrelated regression were used to analyze the dataset collected. The findings revealed that most of the rice farmers were male, averagely young and have at least 9 family members in their respectively households. Results from Kwara State showed that total cost is higher among the upland rice farmers compared to their lowland counterparts, but reverse was the case in term of net profit, as this favoured the lowland rice farmers. For Niger State and pooled data, the lowland rice farmers had higher net profit than the upland rice farmers. Seemingly unrelated regression estimates indicated that costs associated with fertilizer, herbicide, seed, pesticide and labour used were significant and influencing factors affecting the revenue of rice farmers in the study area. While inaccessibility to cheap farm inputs was the major constraint affecting the rice farmers, other challenges include lack of storage, inadequate rainfall and inadequate credit facilities.  The study recommended seamless access to improved rice varieties by the farmers as this can scale up adoption of improved technologies, boost production and ultimately the net revenue of rice farmers. Farmers are also advised to join and/or form a registered occupational groups through which credit facilities can easily be accessed, to expand the farming operations because of the positive and complementary role of social group and access to credit.

Continuing Professional Teacher Development (CPTD) refers to the ongoing learning and development of teachers throughout their careers. It involves a range of activities, programs, and initiatives designed to help teachers improve their knowledge, skills, and effectiveness in the classroom. CPTD programs can take many different forms, such as workshops, seminars, mentoring programs, online courses, and peer networks. This desktop review paper examines the role of CPTD on teachers' and learners’ achievement. The paper reviews among others the following; the nature and concept of  CPTD, the importance of  CPTD, South African teacher education policy framework and CPTD, the educational achievement and CPTD, school effectiveness and CPTD, learner and teacher learning and CPTD. The paper uses social learning theory as a theory that underpins the paper and makes some plausible recommendations.

Income inequality is a pervasive problem in South Africa and particularly affects the Eastern Cape, where poverty levels remain high despite several efforts to address this societal issue. The datasets from 1499 households used for this study, were extracted from the 2021 South African General Household Survey. This study thus examined the distributional pattern of households’ income inequality in Eastern Cape, South Africa, through the use of exploratory data analysis and application of regression-based decomposition of inequality. The EDA results revealed that relatively older households are more concentrated than those young people, female-headed households were also predominant in the study area, while the majority of the households are Black South Africans. The magnitude of the monetary variables’ departure from the mean inferred clear evidence of a widened households’ income disparity or inequality in the study area. The decomposition analysis indicated the contributions of various socioeconomic factors to income inequality. The findings from the regression-based decomposition of inequality found household size, access to basic infrastructure services, possession of assets, internet communication facilities, and households’ population group, as the major drivers of the households’ income inequality in the province, while livelihood diversity has a relatively moderate proportionate contribution. On the other hand, factors such as age and gender of the household head, as well as households’ involvements in agriculture have a minor effect on the households’ income inequality. This paper finally concludes that the relative contributions of each factor contributing to inequality were deemed important for designing effective policy-relevant interventions which can be used to promote economic growth and to address this persistent challenge of income inequality in society.

The paper examines the educators’ perceptions of the influence of administrative communication on effective teaching in a selected school in South Africa. The paper adopted a case study research design of a qualitative research approach. Purposive sampling techniques were used to determine eight (8) participants that, comprises of 4 (four) educators and 4 (four) principals of some selected public schools in Buffalo City Metropolitan.  A semi-structured interview was used to elicit information from the participants. The findings indicated that administrative communication influences educators’ task performance and communication is revealed to influence the attainment of goals and school objectives. Also, the principals use different communication channels according to the skills of their educators to make valuable decisions. Educators performed better when they have a sense of belonging and receive constant communication from the principal. It is, however, recommended that the principals should endeavour to understand the type of communication skills possessed by the educators so that such skills will be used constantly to promote effective teaching.

Recently, many developing nations are disproportionately experiencing the impact of shocks and stressors compared to the rest of the world due to increasing inadequate capability and capacity to withstand the shocks. In particular, farmers and farming households are faced with diverse repeated and unanticipated shocks, which may be socio-economic, ecological and/or environmental in nature. All these shocks become unbearable and worsen in terms of food insecurity. The welfare costs associated with the shocks are significant, attracting humanitarian and development policy experts’ attention to developing suitable interventions to build a resilient food system and society. Consequently, this study analyzed the correlates of farmers’ resilience to food insecurity in South-West Nigeria. Drawing on the data collected from 472 smallholder farmers randomly sampled, descriptive statistics, the United States Department of Agriculture (USDA)’s food insecurity experience scale approach, composite score technique, principal component analysis (PCA) and Structural equation modeling (SEM) were used to analyze the data. The findings indicated that more than half (55.3%) of the respondents were inadequate in almost all the resilience indicators and components, had low resilience capacity, and were vulnerable to food shocks and food insecurity. In comparison, only 7.8% have a high resilience capacity to be a buffer against food shocks. 54% of the respondents fall into a high food insecurity category, while only 1.9% fall into a very-low food insecurity continuum. The SEM analysis also revealed that social safety net (p<0.01), climate extreme events (p<0.01), access to essential services (p<0.01), presence of enabling institutional environment (p<0.01), and technical level (p<0.05) made direct impacts on the farmers’ food insecurity status. Conversely, possession of assets (p<0.01), and social capital/neighborhood effect (p<0.1) had inverse impacts on the farmers’ food insecurity status. The study recommended transparently implementing a social protection program to assist the farmer in building buffers against shocks. There is also a greater need for sustained investments across the resilience pillars and indicators to build farmers’ resilience capacity to food insecurity and other shocks.

Worldwide the emergence of Covid-19 brought about shock and many challenges in the education system. During the lockdown, schools were closed and that reduced contact time. Hence, almost 75 percent of a full school year of the curriculum was not covered. Approximately 400. 000 to 500. 000 learners dropped out of school and to date, the total number of drop-outs grown to 750.000 in South African schools. The study explored the teachers’ experiences in the teaching of Economics during the COVID-19pandemic. Underpinned by an interpretive paradigm, the study adopted a qualitative research approach and used a case study design.  The samples comprised four township secondary schools in KwaZulu Natal (Durban). Using purposive sampling, two Economics teachers were sampled. Two instruments (semi-structured interviews and document review) were used as data collection tools. The findings revealed that Economics teachers experienced problems when teaching the subject during the pandemic. They have found it challenging to adapt to the new teaching methods like using technological tools. The lack of resources and Economics instructional materials exacerbated teachers’ difficulties. The findings revealed that poor attendance for teachers and learners was extraordinary. Notably, due to fears of being sick and infected, stigmatization within the schools prevailed, resulting in bad working relations. From the findings, the study recommends new teaching approaches to stabilize and restructure the curriculum and the retainment of some of the COVID-19regulations to ensure the effective teaching and learning of Economics.

A brief history of the teaching profession is related to the development of teacher education and the institutions associated with professional teacher training in Nigeria. The study adopts a qualitative research approach with a phenomenological research design and purposively selects 18 participants from 6 Geo-political zones of Nigeria with three participants from each zone. (South-South, North-East, South-East, North-Central, South-West, and North-West). A thematic approach is used to analyse the data from a semi-structured interview. The research engaged educators on thematic approaches to global citizenship education (GCE). A pilot study conducted by the researchers made a case for the de-colonisation of GCE in Nigeria to be embedded in a Continuous Professional Teacher Development (CPTD) program, for educators and stakeholders to acquire the skills that can support them to identify and manage disparities in knowledge sharing, values, ethics and social responsibility. While recommending a national adoption of UNESCO’s 2030 Sustainable Development Goals in professional teaching policy and praxis, the paper argues that homegrown CPTD programmes should be a core activity in the process of de-colonising GCE.