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This paper examines the socio-economic dimensions of population migration, emphasising its role as a vital social process within the broader societal framework. Employing a structural-functional approach, the study highlights how migration is shaped by and contributes to societal structures, norms, and cultural dynamics. Migration is influenced by socio-structural and cultural factors, reflecting the interconnectedness of institutions and societal conditions. For instance, urban industrial societies, characterised by institutional and structural compatibility, encourage rapid spatial mobility and long-distance migration. Conversely, traditional rural agrarian societies favour limited mobility and slower migration rates. Drawing on Durkheim’s theory of social evolution, the paper underscores migration’s transformative impact on society. It facilitates the transition from segmented, mechanically organised societies to complex, interdependent ones with advanced divisions of labour. This evolution signifies migration’s role as a driver of societal progress and adaptation. Secondary data analysis reveals that socio-cultural considerations, including family circumstances, are as influential as economic factors in migration decisions. The paper argues for government initiatives that promote social cohesion and regional integration to enable equitable migration opportunities. Such policies are essential for harnessing migration’s potential as a tool for societal advancement. By addressing the interplay of social, cultural, and economic factors, the study provides a nuanced understanding of migration as a dynamic and socially conditioned phenomenon. This research contributes to the discourse on population mobility by linking structural-functional theory with contemporary migration dynamics and policy implications.

This study explores the professional identity perceptions of teachers responsible for instructing number concepts in the foundation phase, focusing on their roles and responsibilities within elementary mathematics education. Using qualitative methods, including interviews and observations, the research examines the multifaceted dimensions of teachers' professional identities, highlighting both positive and negative perspectives. Twelve foundation phase teachers from the Johannesburg East District were purposively selected for in-depth semi-structured interviews and observations. Thematic analysis was employed to uncover and present detailed findings. Results indicated that teachers perceive their professional identity as either positive or negative. Positive identities include viewing themselves as specialists in pedagogical content knowledge and as in loco parentis, displaying enthusiasm, self-motivation, friendliness, competence, and commitment. Negative identities involve seeing themselves primarily as administrators or social workers. The study identified a misalignment between teachers' self-perceptions and their classroom practices in teaching number concepts. Teachers' self-perception as instructors of number concepts significantly influences their teaching approaches in the foundation phase. The study suggests that investing in teacher development programs can help construct and reconstruct a positive professional identity, thereby enhancing the teaching of number concepts in the foundation phase. This research underscores the importance of aligning teachers' self-image with their pedagogical practices to foster effective mathematics education at the elementary level.

Youth unemployment is an ongoing issue that affects individuals domestically and globally, and such a problem has been an issue for a number of years. As a survival approach for economic improvement in most countries, entrepreneurship has been the driving force. There is some evidence that entrepreneurship programs can increase employability. In addition, it can increase motivation for starting a business, particularly among youth who typically have lower levels of self-confidence. To identify how entrepreneurial training interventions can enhance entrepreneurship elf-efficacy among unemployed youth, as systematic review of past study was conducted. Human capital theory was used to explain how human development idea, which encourages economic production through the foundation for skill development and training programs. The theory assists in exploring the intervention programs that enhance self-efficacy in entrepreneurship. The review revealed that there is a direct relationship between training interventions and youth unemployment. It is concluded that training interventions assist the youth to be more informed and skilled, exposing them to venture creation. Therefore, training interventions are the soundest approach to addressing youth unemployment and other socioeconomic issues.

A well-crafted ecotourism strategy that encourages the participation of poor rural communities could create opportunities for local communities’ residents. This study investigated whether the local communities are participating in the implementation of ecotourism projects. A mixed-methods approach was adopted in the form of interviews and questionnaires. The Statistical Package for the Social Sciences (SPSS) and ATLAS TI applications were used for data analysis, respectively. The findings indicate that community members had not been properly informed about ecotourism services across the four local municipalities, thereby, community participation in ecotourism activities was somewhat sporadic, inconsistent, and informal. An improved communication network is recommended to encourage local participation in ecotourism businesses.

This systematic literature review investigates the role of entrepreneurship curriculum in empowering rural students for socio-economic development in South Africa. Entrepreneurship education has gained prominence as a means to address unemployment and poverty, particularly in rural areas. However, there is a gap in understanding how entrepreneurship curriculum can effectively empower rural students. Through a systematic review of literature published between 2010 and 2024, this study examines the existing research to elucidate the impact of entrepreneurship curriculum on rural student empowerment and socio-economic development in South Africa. The findings contribute to the body of knowledge by identifying key themes, challenges, and best practices in entrepreneurship education for rural students.

This qualitative research article examines the challenges faced by campus managers in managing educational resources within a Technical Vocational Education and Training (TVET) college in KwaZulu-Natal (KZN), South Africa. The study aims to inform and enhance resource management practices in similar educational settings by exploring the real-life experiences of campus managers. Specifically, the research focuses on understanding the challenges encountered by campus managers in their role of managing educational resources at a TVET college. The study adopts an interpretive paradigm and utilises thematic data analysis to analyse the perspectives of three campus managers from distinct campuses within a single TVET college. Participants were purposively selected, and semi-structured interviews were conducted to collect data. In adherence to COVID-19 regulations, interviews were facilitated through the Zoom platform to ensure social distancing. Thematic data analysis was employed to identify recurring themes and patterns within the data generated from the participants' responses. The findings reveal several challenges campus managers face, including prolonged and stringent procurement processes, inadequate supply of educational resources, financial constraints, and suboptimal maintenance of educational facilities.

This systematic literature review investigates the integration of inclusive education within pre-service teacher training programmes at rural universities in South Africa, focusing on the nexus between theoretical underpinnings and practical applications. The study aims to synthesise existing research to understand how inclusive education principles are adapted and applied in the preparation of teachers in rural settings, where educational resources and support mechanisms may differ significantly from urban centres. The review used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure a rigorous and systematic approach, with the selection criteria confined to peer-reviewed articles published from 2000 to 2024 that discuss both the theory and practice of inclusive education specifically in the context of South African rural higher education. The research objectives include identifying core theoretical frameworks employed in the literature, evaluating the effectiveness of these pedagogical approaches, and proposing actionable strategies for enhancing teacher readiness for inclusive education in rural environments. This study contributes to the development of a more coherent strategy for implementing inclusive education that is sensitive to the socio-economic and cultural contexts of rural South Africa.

Whenever the issue of poor employee performance arises, the question of the provision of staff training takes center stage. Staff training is seen as the principal driving force and central to effective and efficient job performance. The quest to achieve high performance at the workplace has always been derailed by an acute lack of skills. Despite the plethora of studies of staff training and employee performance in different sectors, the literature has not yet explored the relationship between the two variables in the transport sector, particularly in the South African context. However, the relationship between staff training and employee performance has been engulfed in and apprehended by complexities, mistrust, and misunderstandings. It is through this premise that this paper seeks to evaluate the influence of staff training on employee performance in the transport sector. The study adopted an exploratory research design and tapped into a qualitative research approach. Using the purposive sampling technique, a sample of 15 respondents, comprised of skill development representatives of organizations operating in the transport sector in Durban, were interviewed. Unstructured interviews were used to collect data from the respondents. The key findings revealed that staff training has a positive influence on employee performance in the transport sector. The study plays a pivotal role in extending knowledge in the fields of staff training and employee performance.