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School curriculum in post-colonial societies has been castigated, not only as alien and irrelevant, but as dehumanizing and marginalizing to the indigenous people. This study gleans insights into how Ubuntu (humanness) – a strand of indigenous African knowledge - is being implemented in Zimbabwe’s New Curriculum Framework 2015-2022. This qualitative desktop study, couched within the Southern Theory framework, teases the enactment of Ubuntu (or lack of it) in classroom practice. Critical discourse analysis was adopted as the research design in reviewing 15 studies published between 2016 and 2021 on the implementation of Ubuntu in Zimbabwean primary and secondary schools. Findings indicate that, while Ubuntu is espoused as the overarching reform philosophy, not much has been done to nurture classroom practice that promotes collective participation, communitarianism, humility, and love for humanity – the key principles of Ubuntu. This critical discourse shows that most teachers, because of their training, limited knowledge, urbanization and westernization, are not keen to practice Ubuntu in their classrooms. Paltry salaries and poor working conditions also demotivate most teachers from embracing curriculum change and experimenting with new ideas.

In 2001, the government of Lesotho increased access to schooling for all learners by incrementally eliminating school fees in primary schools. As a result, the admission of children with learning disabilities (LD) in primary schools also increased. Despite these important gains in the restructuring of the education system towards full inclusion during the past two decades, the national policy on teacher training and implementation and school- and classroom-based challenges, remain. Data for this qualitative study were generated through meetings with two groups of participants (Grade 1 teachers). Free-attitude interviews were also conducted in the meetings to conduct an in-depth investigation in the study and the generated data were analysed using conversation analysis. The study concludes that all identified challenges are surmountable and therefore require careful planning, dedicated effort and financial assistance to enable teachers to act as a driving force for inclusive schooling.

In recent years, most South African (SA) municipalities still need to produce clean audits. In 2018 and 2019, most municipalities in SA needed better-quality financial statements and performance reports. Misrepresentation of financial statements in audit reports is linked to inadequate governance, misappropriation of public funds and poor public service delivery. It is upon this background that this study aimed to: (i) assess perceptions of municipality middle management employees on factors affecting auditing, (ii) evaluate the differences in perceptions among municipality middle management employees on factors affecting auditing, (iii) measure the effect of factors affecting auditing on overall clean audit and (iv) establish the effect of clean audit on service delivery at two municipalities in Mpumalanga province. Using a structured questionnaire, a quantitative descriptive approach methodology was employed to collect data from a minimum sample of 294 employees in the middle management category working within the accounting and finance department at two municipalities in Mpumalanga province, SA. SPSS v28 was used to conduct descriptive and multivariate analyses, including mean, analysis of variance (ANOVA), correlation, and regression analysis. Results indicated that employees from the clean audit municipality had positive perceptions of factors affecting clean audit, while employees from the municipality with an unclean audit had negative perceptions. It was also concluded that factors affecting auditing had a statistically significant positive effect on clean audits. The findings in this study led to significant implications for theory and practice.

In the process of socio-economic development, the rural environment has witnessed various setbacks, mostly in agro-social and the socio-economic sustainability of the QwaQwa community of South Africa. Evidence exists from the literature, our observations and experience that sustainability in the rural economic development of the QwaQwa community is not equal and stable, which has exposed the youths of the community to crime and various anti-social activities such as drugging, drinking, gangsterism, raping, among others. Therefore, the asset-based community development approach was adopted to instigate stakeholders’ intention toward community emancipation. This was done within the lens of the transformative paradigm designed with the community-based participatory action research process. The research comprised key stakeholders such as community leaders, NGOs, and youths. A structured interview was used to elicit information from the selected participants. We used socio-thematic analysis to make sense of the data in order to understand the sociality of the people living within the spotted problem. The study revealed that the community is endowed with arable farming land and team spirit, but criminalities were found to challenge their development. In its quest for rural emancipation, the study also found out that the QwaQwa community needs empowerment programs in social and agricultural skill development.

This study used a qualitative research design to examine the difficulties faced by ECD practitioners when applying their mathematical expertise to improve young children's arithmetic learning. Five practitioners were selected from among the five ECD centers using a purposive sampling method for the study. Semi-structured interview questions were employed to collect the data. The construction of themes and sub-themes resulted from analyzing the collected data thematically. According to the research's findings, early childhood educators face difficulties due to their limited grasp of mathematical language, lack of classroom environments conducive to children learning mathematics, and lack of experience incorporating play into their instruction. It was discovered that some practitioners struggled to get kids interested in learning the language since they don't know how to communicate and take a long time to educate because they don't pay attention in class and forget rapidly. Based on the findings of this research, there is a need for proper in-service training of the practitioners, as was the provision of adequate space for the ECD centers.

In recent years, most South African (SA) municipalities still need to produce clean audits. In 2018 and 2019, most municipalities in SA needed better-quality financial statements and performance reports. Misrepresentation of financial statements in audit reports is linked to inadequate governance, misappropriation of public funds and poor public service delivery. It is upon this background that this study aimed to: (i) assess perceptions of municipality middle management employees on factors affecting auditing, (ii) evaluate the differences in perceptions among municipality middle management employees on factors affecting auditing, (iii) measure the effect of factors affecting auditing on overall clean audit and (iv) establish the effect of clean audit on service delivery at two municipalities in Mpumalanga province. Using a structured questionnaire, a quantitative descriptive approach methodology was employed to collect data from a minimum sample of 294 employees in the middle management category working within the accounting and finance department at two municipalities in Mpumalanga province, SA. SPSS v28 was used to conduct descriptive and multivariate analyses, including mean, analysis of variance (ANOVA), correlation, and regression analysis. Results indicated that employees from the clean audit municipality had positive perceptions of factors affecting clean audit, while employees from the municipality with an unclean audit had negative perceptions. It was also concluded that factors affecting auditing had a statistically significant positive effect on clean audits. The findings in this study led to significant implications for theory and practice.

This study used a qualitative research design to examine the difficulties faced by ECD practitioners when applying their mathematical expertise to improve young children's arithmetic learning. Five practitioners were selected from among the five ECD centers using a purposive sampling method for the study. Semi-structured interview questions were employed to collect the data. The construction of themes and sub-themes resulted from analyzing the collected data thematically. According to the research's findings, early childhood educators face difficulties due to their limited grasp of mathematical language, lack of classroom environments conducive to children learning mathematics, and lack of experience incorporating play into their instruction. It was discovered that some practitioners struggled to get kids interested in learning the language since they don't know how to communicate and take a long time to educate because they don't pay attention in class and forget rapidly. Based on the findings of this research, there is a need for proper in-service training of the practitioners, as was the provision of adequate space for the ECD centers.

In 2001, the government of Lesotho increased access to schooling for all learners by incrementally eliminating school fees in primary schools. As a result, the admission of children with learning disabilities (LD) in primary schools also increased. Despite these important gains in the restructuring of the education system towards full inclusion during the past two decades, the national policy on teacher training and implementation and school- and classroom-based challenges, remain. Data for this qualitative study were generated through meetings with two groups of participants (Grade 1 teachers). Free-attitude interviews were also conducted in the meetings to conduct an in-depth investigation in the study and the generated data were analysed using conversation analysis. The study concludes that all identified challenges are surmountable and therefore require careful planning, dedicated effort and financial assistance to enable teachers to act as a driving force for inclusive schooling.

The study investigated work stress and gender determinants of job satisfaction among early childhood educators in Cross River State, Nigeria. The study adopted a correlational research design with a sample size of 362 respondents. The instrument for data collection was a questionnaire developed by the researchers. Mean and Pearson Product Moment Correlation Analysis was used to answer research questions, while Linear regression was used to test the null hypotheses at a 0.05 level of significance. The result of the study showed that work stress is a significant determinant of job satisfaction among early childhood educators in Cross River State. Gender is also a significant factor in determining job satisfaction. Job satisfaction is enhanced when work stress is reduced. It is recommended, among others, that the government and school proprietors should always meet early childhood educators' needs to reduce work stress and enhance their job satisfaction.

School curriculum in post-colonial societies has been castigated, not only as alien and irrelevant, but as dehumanizing and marginalizing to the indigenous people. This study gleans insights into how Ubuntu (humanness) – a strand of indigenous African knowledge - is being implemented in Zimbabwe’s New Curriculum Framework 2015-2022. This qualitative desktop study, couched within the Southern Theory framework, teases the enactment of Ubuntu (or lack of it) in classroom practice. Critical discourse analysis was adopted as the research design in reviewing 15 studies published between 2016 and 2021 on the implementation of Ubuntu in Zimbabwean primary and secondary schools. Findings indicate that, while Ubuntu is espoused as the overarching reform philosophy, not much has been done to nurture classroom practice that promotes collective participation, communitarianism, humility, and love for humanity – the key principles of Ubuntu. This critical discourse shows that most teachers, because of their training, limited knowledge, urbanization and westernization, are not keen to practice Ubuntu in their classrooms. Paltry salaries and poor working conditions also demotivate most teachers from embracing curriculum change and experimenting with new ideas.