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The Constitution of the Republic of South Africa, 1996, grants all official languages parity of esteem and equal treatment. The Constitution also recognises injustices of the past and historical diminished use of indigenous (African) languages. It is against this backdrop that this democratic constitution calls-upon the national and provincial government to take practical and positive measures in encouraging the use and elevation of the status of African languages. In advocating for these languages, the Constitution declares that a minimum of two official languages be used by the government in executing government activities. Contrastingly, the heads of court resolutions in 2017 declared English a lingua franca in South African courts. In a diverse country such as South Africa with twelve official languages, this raises critical concerns in terms of the country’s diversity, inclusivity, and multilingualism policies. With a distinct focus on Eastern Cape legal courts, this study examines the constitutional linguistic rights on the use of English as a lingua franca in South African courts system. The study adopted a qualitative research approach embedded within the exploratory-explanatory research design. The data was obtained from secondary sources, which in this context are judicial precedents. To analyse the collected data, close-reading and thematic content analysis techniques were adopted. The findings of the study exhibit English as a language of power and access in law, this positions African languages at the periphery, limiting their development and incorporation in legalese. Also, the use of English as a lingua franca in the Eastern Cape courts contravenes the provisions of the Constitution of the Republic of South Africa, 1996. This study submits that legal practitioners and linguists should critically explore, language studies to bridge the knowledge gap.  Additionally, the government should create channels which allow the practical use of African languages in the court of law.                                                                                                                                             

The COVID-19 pandemic profoundly disrupted traditional Work-Integrated Learning (WIL) practices in South African Universities of Technology (UoTs), necessitating rapid adaptation to virtual, hybrid, and project-based learning models. This study investigates post-COVID WIL practices, stakeholder perceptions, curriculum impacts, and the effectiveness of newly implemented strategies. Situated within an interpretivist paradigm, a qualitative approach was adopted to explore the meanings participants ascribe to WIL experiences. An exploratory multiple case-study design enabled in-depth insights across six UoTs. Data were collected via semi-structured interviews with 27 participants; including lecturers, WIL coordinators, and document analysis to capture diverse perspectives and institutional artefacts. Interviews were transcribed verbatim and managed in NVivo; thematic analysis combining deductive and inductive coding was applied to generate categories, subthemes, and overarching themes aligned to the research objectives. Thematic analysis revealed four overarching dimensions: (1) current WIL practices, including communication strategy development, traditional placements, project-based learning, and collaborative mentorship; (2) stakeholders’ perceptions, highlighting opportunities and constraints in transitioning to online and hybrid modalities; (3) curriculum impacts, reflecting both enhanced work-readiness and systemic limitations such as misaligned placements, insufficient exposure, and financial inequities; and (4) a balanced assessment of WIL strategies, emphasizing the integration of virtual approaches, simulation technologies, traditional placements, and industry partnerships. The main findings demonstrate that hybrid, adaptive WIL models supported by structured mentorship, formalised industry collaboration, and reflective practices optimally cultivate employable, competent, and resilient graduates. The study underscores the need for strategic planning, institutional capacity building, and equity-focused interventions to sustain WIL effectiveness in post-pandemic higher education

Maize serves as South Africa's principal staple crop; yet, smallholder farmers in the Eastern Cape encounter persistent obstacles, such as low productivity and restricted market access. Cooperatives are often advocated to enhance livelihoods and facilitate farmers' integration into global value chains, however their efficacy remains contentious. This study investigates the impact of cooperative membership on maize market participation. A multi-stage stratified random sample of 200 farmers, comprising both cooperative members and non-members, was drawn from towns having functioning maize cooperatives. Data were collected via pre-tested questionnaires and analysed using a probit logistic regression model that accounts for socioeconomic and institutional variables. The findings demonstrate that cooperative participation exerts a substantial influence (β = 1.485, p = 0.102). Nonetheless, it lacks statistical significance at conventional thresholds. This indicates that although cooperative membership may enhance the probability of participating in formal markets, it does not ensure substantial involvement independently. Conversely, variables such as education, income, and employment position serve as more robust markers of engagement. The study indicates that while cooperatives promote collective action, it is essential to enhance governance, digital inclusion, and institutional support to enable effective integration into global value chains.

Smallholder agriculture is crucial for sustaining rural livelihoods across South Africa; nevertheless, involvement in global value chains (GVCs) is still restricted. This study examines the socio-economic determinants affecting the incorporation of smallholder maize farmers into global value chains in the Eastern Cape, a region marked by significant rural poverty and dependence on agriculture. The study evaluates the engagement levels of 200 farmers by a cross-sectional survey and multinomial logistic regression analysis. Findings indicate that elevated education levels and income substantially enhance the probability of moderate involvement in value chains; yet, no farmers attained complete participation owing to institutional impediments, including the absence of export permits. These findings indicate that human characteristics alone are inadequate; structural barriers are also essential. The report advocates for structural reforms, particularly those aimed at enhancing education, broadening market access, and eliminating licensing obstacles, to foster inclusive and sustainable participation of smallholder farmers in global value chains.

The study examines RDM practices implemented at universities by specifically focussing on RDM services provided by academic libraries, highlighting how the research data lifecycle informs the design of these services, which in turn shape the jobs, roles, skills and competencies required, while also emphasising the need for ongoing skills development as RDM practices evolve. It pursues an interpretivist philosophy and takes a qualitative approach by conducting a systematic literature review. The reviewer used the Scopus and Web of Science databases from 2020 to 2024 and applied specific pre-defined search terms, inclusion/exclusion criteria and the PRISMA 2020 flowchart to maintain methodological standards.  The findings identified 40 RDM services and classified them thematically based on how often they occurred, providing a guide for institutions to design, prioritise, and coordinate their service offerings. The analysis highlighted low RDM professional competencies and skills, training, and RDM professional training programs, which can guide professional development to build capacity. Also, some lifecycles of RDM were criticized, and changes to the Research Data Lifecycle were proposed, supporting better integration of RDM services alignment.  This research offers a detailed and practical breakdown of RDM activities and their people requirements, which furthers the discussion on RDM service provision. The research also fills the gap in RDM capacity development discourse by clarifying an institutional approach. It focuses on developing skills and adopting best practices in RDM in academic libraries. It also proposes additions to the research data lifecycle.

Digital transformation (DT) is becoming essential for the competitiveness and sustainability of Small, Medium and Micro Enterprises (SMMEs), and yet many South African (SA) retailers have to overcome inhibitors that hinder them from digitally transforming. Therefore, this study explores these inhibitors to DT within the retail SMMEs sector in Eastern Cape and Western Cape provinces in South Africa using an exploratory multiple-case study design. Data from 23 in-depth semi-structured purposively sampled interviews were transcribed and thematically analysed on Atlas.ti 25 using the Braun and Clarke six-step framework to produce qualitative themes. The results reveal patterns of digital infrastructure constraints, a lack of digital literacy, financial and cost barriers, technical and operational challenges, psychological and attitudinal resistance, a lack of trust, safety concerns, and cyber risk, as well as business survival and strategic pressures, including the negative impact of the location where the business is located. Phased implementation, partnership with external stakeholders, and other strategic responses to these inhibitors requires targeted and strategic leadership and managerial interventions. This is the first study to combine Limits to Success Architype (LSA) and Adaptive Structuration (AST) in exploring the inhibitors to DT in retail SMMEs in South Africa.

South Africa's primary health care relies on nurses, the largest healthcare profession. Thus, their mental health must be maintained. Due to the rising number of infectious illnesses and workload, COVID-19 has overburdened the public health system. Due to these demands, nurses worked long hours and burnt out. Recognising nurses' role in providing excellent PHC services to communities and protecting their mental health is crucial. It examined the mental health effects of COVID-19 on nurses in Ekurhuleni South sub-district primary healthcare institutions and identified mental health issues following exposure. A self-administered questionnaire was used to perform a quantitative, cross-sectional descriptive survey of 280 primary healthcare nurses in the South sub-district of Ekurhuleni. Every eligible nurse who was available for data collection was picked using sequential sampling. The data collection tool included socio-demographic data, health and COVID-19 profiles of nurses and their families, mental health profiles and the impact of COVID-19 on participants, and conventional depressive, anxiety, and insomnia screening measures. Analysing data with descriptive statistics and testing for associations with the Chi-squared test. Most of the 280 nurse participants—87.5%—were female. From 28 to 63, participants participated. 40.4 percent of participants were 38–47 years old, while 13.9% were 58 and older. They had 54.6% diplomas, 23.2% degrees, 18.2% certificates, and 3.9% postgraduate degrees. Eighty-five percent of nurses were professional, with a median of 16 years. Nursing staff were 77.1% COVID-19-positive and 79.29% quarantined. 67% of nurses' family members had COVID-19, and 53.9% had lost someone close to them. Pre-pandemic, 87.1% of nurses had no psychiatric history. A high prevalence of clinical depression, anxiety, and sleeplessness was found in nurses, especially professional nurses and those aged 38–47. Study found 72.86% of nurses had serious depression and 17.5% mild depression. Nurses had 63.2% severe anxiety, 28.6% moderate anxiety, and 8.2% mild anxiety. This distribution demonstrates that 91.8% of nurses had moderate to severe anxiety, and 71.4% had clinical sleeplessness, where 36.8% were severe, 34.6% moderate, and 27.1% subthreshold. Most nurses had clinical depression, anxiety, and sleeplessness risk. Nurses reported depression, anxiety, and insomnia after COVID-19 exposure. Knowing these patterns of mental health issues among nurses is essential for designing comprehensive mental health support measures to address the immediate and long-term consequences of COVID-19 on their mental health.

In this conceptual paper, we examine student teachers’ beliefs about mathematics teaching within Initial Teacher Education (ITE) programmes, also referred to as Teacher Education programmes, focusing on the implications for equity and social justice in mathematics education, particularly in the South African context. Drawing on existing literature, we examine how student teachers’ beliefs shape their approach to teaching mathematics and the potential consequences for fostering inclusive and equitable learning environments. We highlight the importance of challenging traditional views of mathematics as a fixed, abstract discipline, advocating for a dynamic, culturally responsive, and contextually relevant understanding of the subject. We argue that ITE programmes should actively address and interrogate student teachers’ beliefs and attitudes towards mathematics, incorporating critical pedagogy and reflective practices to prepare educators who can help to address inequities inherent in the South African educational system. Additionally, we call for future research to explore the long-term impact of ITE on teacher practices, the role of school contexts in shaping teacher beliefs, and the integration of technology to support equity in mathematics education. Ultimately, our paper contributes to a deeper understanding of how student teachers’ beliefs about mathematics can influence their teaching practices and advance the broader goals of equity and social justice in education.

Health literacy is a public issue and plays a crucial role in improving health outcomes by empowering individuals to make informed decisions, effectively manage diseases, and utilise healthcare services appropriately. The aim of the systematic review is to examine current literature on health literacy and impact on health outcomes as well as the barriers hindering health literacy, gaps and possible suggestions to improve health literacy in Nigeria and its applications across the globe. A systematic review was performed according to Arksey and O’Malley’s methodological framework and followed PRISMA reporting flowchart. Most of the studies were designed to assess the impact of health literacy on health outcomes in Nigeria, covering various health issues such as HIV, tuberculosis, reproductive health, hypertension and diabetes. Most of the studies demonstrated a positive link between health literacy and improved health outcomes. Health literacy has the potential to promote behaviour change, disease-related knowledge and improve health outcomes in different population groups.

Teachers’ job satisfaction and performance remain central to the success of any educational system. In community-based high schools, often characterised by limited resources, diverse student needs, and strong socio-cultural influences, the factors that shape teacher motivation and productivity can be significantly different from those in urban or well-resourced schools. Understanding these factors is essential for improving teaching quality, fostering retention, and enhancing student outcomes. This is a cross-sectional survey study that examined potential factors that affect job satisfaction and performance among teachers in a community setting in Iba New Site, Ojo Local Government, Lagos State, Nigeria. Structured questionnaire was used to obtain information from 60 teachers working in a selected high school in the community. The study assessed both monetary and non-monetary factors affecting participants in a high school environment. In respect to monetary factor, it was observed that majority of the participants were not satisfied or happy with their monthly salary, thereby negatively impacting on their commitment, job satisfaction and performance. Regarding non-monetary factors, certain factors such as job flexibility, teamwork, support from managers/management, training and development, promotion, job recognition and reward were examined. The findings from this study showed that job flexibility enhanced job satisfaction and performance of participants with over 43% of the participant reporting satisfaction (“good”) at the high school. Over 43% of the participants received very good support from their colleagues (teamwork), which enhanced their job satisfaction and performance. Sixty percent (60%) of the participants reported very good in terms of the level of support received from their managers/management. This is interesting as good leadership has been reported to significantly contribute to improving job satisfaction and performance among teachers in general. The study shows that majority of the participants reported “good” in terms of support provided by the management for continuing professional development (CPD) and training, and participants agreed that such training provided motivation for work, consequently enhancing job satisfaction and performance. It was observed in the study that 40% of the participants were satisfied with promotional exercise at the school and that the promotion exercise motivated them to perform their job better. Lastly, 40% of the participants reported that they were properly recognized and rewarded for job well done. Overall, this study showed that both monetary and non-monetary factors negatively and positively impacted on job satisfaction and performance of the participants in the selected high school. It is suggested that the management of the school should investigate these factors and come up with ways to address specific factors that would promote job satisfaction and performance as these could go a long way in enhancing quality of education at the school.

In the context of rapid technological advancement and evolving financial ecosystems, this study investigates the interplay between financial literacy, digital finance, and financial behaviour among high school teachers in KwaZulu-Natal (KZN), South Africa. Structural equation modelling (SEM) approach was used to describe intricate relationships between latent constructs, namely, financial literacy, financial Behaviour and, digital finance Knowledge as well as observed variables (B7 to B22, C23 to C44, D45 to D56, demographics). Demographic variables include Gender, Age Category, Qualification Type, Teaching Duration, Financial Literacy Course and Field Employed. The model defined each construct as a linear combination of its observed variables as well as demographic variables under its measurement component, and hypothetical relationships among three latent variables under its structural component. We used Python software and machine learning code to create and estimate the model using observed data. The missing values in each observed variable were imputed with averages of the variables’ data. The tests of normality assumption for SEM were performed using histogram and q-q plots, Shapiro-Wilk test D'Agostino and Pearson's test.  Most data vectors violated the normality assumption. Diagonally Weighted Least Squares (DWLS) was used for parameter estimation as a suitable method that can provide better estimation for more complex models with many parameters. This method has an additional advantage of being less sensitive to outliers. The DWLS parameter estimation results, based on p-values, suggest that financial literacy and financial behaviour have a negative association which means that lacking financial behaviour results in financial literacy. A positive association between has been identified between financial behaviour and digital finance knowledge. Financial literacy and digital finance knowledge have a weak or no relationship. Thus, having or not having digital finance knowledge does not necessarily determine the possibility of experiencing financial literacy. Furthermore, among demographic variables, the financial literacy Course is the only demographic variable that has a significant impact, and only on Financial Behaviour and Financial literacy. The rest of the variables do not significantly influence the latent constructs. This study uniquely applies SEM using the DWLS estimator to explore personal finance dynamics in an emerging economy, offering concise insights into key relationships.

Geophagic practise amongst women of reproductive age remains a major public health concern that is associated with perinatal and postpartum mortalities and morbidities that requires critical interventions to mitigate the practise. Despite the available interventions such as administration of oral iron and folic acid supplementation and intravenous iron therapy, geophagic women of reproductive age do not adhere to the prescribed treatment. Geophagic practise is mostly common and prevalent amongst women of reproductive age worldwide, irrespective of their socio-economic status, ethnicity, age, and social status. An exploratory qualitative research method was used to conduct the study to explore the perceived barriers to accessing treatment for geophagy among women of reproductive age in Tshwane District, Gauteng Province, using the Health Belief Model as a theoretical framework. The study was conducted in the antenatal care and family planning units in the public healthcare facilities of Tshwane District, Gauteng Province. The findings indicate that absence of geophagy health education and screening of iron deficiency in the antenatal care units, as part of the antenatal care. addiction, dependency syndrome, influence from peers, fear of judgement and shame to disclose to healthcare providers about their geophagic practise status, lack of awareness regarding the benefits of taking oral and intravenous iron therapies were stressed as the main barriers influencing the uptake of treatment for geophagy amongst women of reproductive age. The implementation of iron and folic acid supplementation and intravenous iron therapy for geophagic women of reproductive age is not adequately yielding positive results if this initiative is not coupled with geophagy health education particularly in the antenatal care units to enhance treatment uptake and adherence.

The study aimed to investigate factors influencing the intention to adopt e-health tools for accessing digital mental health services among university staff at a selected South African higher education institution. A quantitative case study was conducted at a single university in Cape Town, South Africa. Data was collected from 348 respondents using online questionnaires and analysed using descriptive statistics and multiple regression. The results revealed that stable internet access at home did not significantly influence the intention to adopt e-health tools (p =0.698, ? = -0.020), but concerns about internet costs were a barrier (p = 0.011, ? = 0.131). University staff who used multiple devices (p = 0.014, ? = 0.136) and preferred e-health tools over traditional face-to-face services were more likely to adopt them (p < 0.001, ? = 0.319). Moreover, social media usage (p < 0.766, ? = 0.016), searching for digital mental health services (p <0.107, ? = 0.085), and awareness of free university services (p < 0.307, ? = -0.058), DMHS providers (p < 0.529, ? = 0.038), and fourth industrial revolution technologies (p < 0.106, ? = -0.091) did not significantly influence adoption intentions. The study contributes to sustainable digital mental health support for university staff in South Africa. The results could potentially be applicable to similar contexts globally. Thus, helping to achieve the Sustainable Development Goal 3 of the United Nations of ensuring good health and wellbeing.

The recent COVID-19 pandemic significantly exacerbated mental health issues worldwide, with South African university staff facing unique stressors that led to the adoption of e-health tools for digital mental health services. This study explores the university staff experiences gained during COVID-19 pandemic in the provision of digital mental health services through e-health tools. We conducted a case study at a public university in Cape Town, South Africa complemented by a survey using quantitative methods. Data from 348 respondents were collected via voluntary response sampling and analysed with Statistical Software Package for Social Sciences (SPSS) version 28, employing exploratory factor analysis. High factor loadings above 0.4 confirmed significant contributions from seven items: perceived usefulness of e-health tools, perceived usefulness of social media, user experience and satisfaction, university commitment, variety of digital mental health services, post-COVID-19 delivery mode preference and ethical considerations. These seven items revealed that during COVID-19, e-health tools provided significant benefits to university staff including increased access to digital mental services. However, the study findings revealed that university staff were concerned about the lack of a legal framework during COVID-19, and the role of AI-powered mental health applications did not significantly influence their experiences during the pandemic. Our study provides theoretical insights into the effectiveness and perceived usefulness of e-health tools for digital mental health services during COVID-19, reinforcing their significance in reducing anxiety, stress, and depression while enhancing emotional resilience. Practically, our study findings suggest that universities should integrate e-health tools into the provision of digital mental health services given that these tools proved effective during COVID-19.

The South African construction sector is confronted by significant obstacles, particularly concerning cost overruns and project delays within the road construction sphere. This research sought to investigate the factors impacting cost and duration in road construction projects under the purview of a KwaZulu-Natal municipality. A qualitative research approach was adopted to explore this phenomenon. A sample size of 27 participants was selected from a population of 171 for in-depth semi-structured interviews. Critical determinants of cost overruns and delays were identified as ineffective communication, suboptimal procurement processes, deficient stakeholder management, and shortcomings in project execution and personnel capabilities. This study offers valuable insights into the relationship between cost, time, and the successful delivery of road projects within the local government context. By illuminating these factors, the research contributes to a deeper theoretical understanding, informs evidence-based policy development, and provides actionable recommendations for enhancing project management practices.

This study examines the collaboration between Lean Six Sigma principles and order fulfilment procedures, which are essential for facilitating international trade. The objective is to ascertain the extent to which sustainable and effective lean processes improve customer satisfaction and accelerate global product delivery. The study employs a dual methodology: initially, doing a comprehensive analysis of the current body of literature on the integration of Lean Six Sigma in order fulfilment inside various manufacturing companies, with the aim of finding any deficiencies or areas that require further investigation. Furthermore, we utilise a quantitative approach by administering surveys to professionals in the South African manufacturing industry. Deductive reasoning examines responses using random sampling to ensure unbiased selection. The findings emphasise that using Lean Six Sigma practices in the South African manufacturing sector can address customer concerns regarding the quality of orders and the timeliness of deliveries. This can provide a competitive advantage in the global market. The study validates that the inclusion of Lean Six Sigma measurements alleviates bottlenecks by focusing on improvements in operations, procedures, and communication. The study demonstrates the effectiveness of Lean Six Sigma methodologies in improving order fulfilment for enterprises engaged in international trade. It promotes these concepts to optimise processes, assuring timely deliveries and increased customer satisfaction. This study addresses several deficiencies in the current research on the incorporation of Lean Six Sigma in the manufacturing order fulfilment process. These gaps encompass the challenges of incorporating emerging technology, integrating collaborative supply chains, and incorporating sustainable practices. The distinctive methodology of integrating a comprehensive analysis of existing literature with empirical evidence enhances the novelty of the research outcomes. Manufacturing companies that aim to achieve global market excellence get practical advantages.

Designing tailored services is critical to enhancing client satisfaction for private and public services such as road traffic. Among the factors associated with car accidents are traffic violations of established rules and regulations. Indeed, driving skills and practice have become crucial in a complex and dynamic road environment. The study’s objective was to advise traffic department managers on how to customize their service for drivers regarding their experience. A questionnaire assessing their expectations and perceived performance with regard to six traffic service quality dimensions, namely tangibility, reliability, promptitude, responsiveness, assurance, and empathy, was self-administered to 886 motorists chosen using a simple random sampling technique in the Philippines and South Africa. Data collected were analyzed using ANOVA and Post Hoc Tuckey HSD. Results indicate that less experienced drivers had a better appreciation of traffic service quality provided by traffic departments and officers. Therefore, more focus should be placed on experienced drivers to raise their level of satisfaction.

This paper explores stakeholder engagement in the strategic management process for service delivery in government. The main objective is to determine the factors influencing insufficient stakeholder engagement of strategic management processes for service delivery by a government department. The four moments of translation concept of Actor Network Theory (ANT) was utilised as a theoretical framework to understand and explain the interplay between the initiator of the network of service delivery and other actors in the network in aligning diverse interests to achieve service delivery goals. The assumption was that the phenomenon was ontologically subjective and that it was appropriate, epistemologically, to adopt an interpretive paradigm as the leading research philosophy, using a mixed approach of qualitative and quantitative elements wherein quantitative data was used to test the reliability of the qualitative data. Using the Western Cape Education Department (WCED) as a case study, a sample of 26 participants included 11 managers of WCED and 15 Khayelitsha Education Forum (KEF) members representing the community, school governing bodies and school principals and educators of 64 schools around Khayelitsha township. The study revealed that stakeholder engagement could address non-service delivery during service delivery strategy formulation and implementation. The findings suggest that a network of aligned interests should be established for continuous engagement in implementing strategic plans and service delivery in line with the mandate of Government departments and entities. The results imply intense arrangements and relationship building between government departments and citizens are needed to improve stakeholder relationships and alignment of service delivery expectations to reduce service delivery challenges.

Retracted Paper The need to train learners to think critically has been stressed and it has become a key concern among scholars in recent years. Although there is strong evidence demonstrating the benefits of critical thinking as well as proposals for its integration in schools, scholars are still looking for evidence demonstrating how teachers instill critical thinking in the classroom and the obstacles they face. Furthering this argument necessitated lecturers’ feedback on the obstacles to teaching critical thinking in the classroom. Data was collected from academics at a South African university of technology using interpretative phenomenological analysis approaches. The lecturers identified several obstacles that inhibited them from inculcating critical thinking in the classroom. The first one is time, according to the lecturers there is not enough time to inculcate critical thinking since the average lesson last for fifty minutes. The second is the large population of students. The third is the learners themselves who according to the lecturers are indifferent, unwilling to engage. Finally, the educational system according to the lecturers is based on rote learning and memorisation at all levels, which hinders creative, unique, and logical thinking. The findings of this study could have significant consequences for the auditing profession, as teachers are frequently pushed to come up with new approaches to help students improve their critical thinking abilities.

Although Knowledge Management was introduced as a Key Performance Indicator (KPI) for all senior management in South Africa 15 years ago, its implementation has been slow and inconsistent. This paper aimed to identify the factors that contribute to or deter the implementation of Knowledge Management in the South African government. The issue was explored through a review of literature on Knowledge Management, as well as results of an interview and questionnaire completed by government officials doing Knowledge Management practitioner work in the South African government. The quantitative data was analysed using DATAtab. The findings identified two key factors that deter the implementation of Knowledge Management in the South African government: most departments in the South African government do not value Knowledge Management, and public officials responsible for implementing Knowledge Management in their departments lack implementation skills. A lack of research on Knowledge Management in developmental governments exists. More research on this subject is necessary. The research will benefit Knowledge Management and Public Administration practitioners alike.