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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.

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.