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The study looked at the role and contribution of entrepreneurship industry to foster social and economic development through small, micro, and medium-sized businesses in South Africa. The conceptual research looked at the influence of small, micro, and medium-sized businesses (SMMEs) on South African development. The study's objective was to evaluate how small, medium-sized businesses (SMMEs) are now driving economic growth and solving social issues in a setting where big businesses and governments appear to be doing very little. As a result, the study examines how SMMEs might help the nation solve persistent societal evils including poverty, inequality, and social isolation. A desktop literature review research design was adopted to collect data on the role of entrepreneurship in South Africa, policies and practices of big business and government that exacerbate social issues in communities and impede socioeconomic development, as well as the specific roles that SMMEs play in achieving socioeconomic development goals. Findings from research indicate that, among other development outcomes, SMMEs are at the vanguard of creating jobs and fostering social and political justice in the nation. Future empirical studies that account for and evaluate the importance of SMME contributions to the construction of economic, social, and political justice in the nation are advised because this work lacks the empirical support necessary to substantiate its conclusions and observations.  

The present study undertakes an analysis of monitoring and evaluation as a pragmatic methodology for enhancing the efficacy of municipalities in the context of South Africa. Research findings indicate that a significant obstacle faced by South African municipalities is the issue of substandard performance. These aspects can be linked to several reasons, such as inadequate allocation of resources, limitations in capacity, and deficiencies in monitoring and assessment processes. This article posits that the use of monitoring and evaluation (M&E) is crucial in addressing instances of suboptimal performance within municipalities. There exists a necessity to enhance the monitoring and evaluation (M&E) systems in order to attain efficient performance management and ensure the provision of high-quality service delivery. The research was conducted among three distinct municipalities, namely Amajuba, uThukela, and uMgungundlovu, located in the province of KwaZulu-Natal (KZN). The sample population comprised of municipal officials belonging to the Performance Management System (PMS) and Corporate Services units. The study employed a qualitative methodology and deliberately selected important participants who possessed knowledge and a comprehensive understanding of the subject matter under investigation. Furthermore, it is worth noting that the sample size consisted of 20 people. The researchers organized focus group conversations in order to gather data, which was subsequently controlled through the utilization of the NVivo software application. The findings of the study indicate that monitoring and evaluation (M&E) is a crucial component in enhancing the performance of local government. Its primary purpose is to establish the essential circumstances for achieving greater levels of performance that are sustainable over an extended period. Municipalities are required to demonstrate a firm dedication to the prioritization and adoption of municipal monitoring and evaluation (M&E) as an essential tool for facilitating progressive local governance. This commitment involves the institutionalization of M&E practices, the enforcement of mandatory adherence to established systems and procedures, the integration of information technology systems to enhance and fortify the implementation of M&E, and the utilization of participatory M&E approaches to assess the effectiveness of municipal functions and development endeavors.

The significance of professional development in the educational system cannot be overstated as it has a direct impact on the quality of teaching and learning. Furthermore, it has the potential to shape the classroom practices and performances of teachers. Teachers participate in diverse professional development endeavours to enhance their instructional methodologies. The efficacy of said activities is contingent upon their influence on pedagogical practices within the classroom. The process of selecting three department heads and five teachers from a pool of eight public high schools in the King Cetshwayo District of KwaZulu-Natal Province was conducted through purposive means. The present study employed a qualitative research methodology to gather data from a sample of economics teachers. Specifically, semi-structured face-to-face interviews were conducted with five teachers from each of the five schools. Additionally, a focus group interview was conducted with the three heads of departments (HoDs) from three high schools, which were selected based on convenience. The Andragogy theory served as a theoretical framework that formed the basis for the professional development activities of teachers. The data that was gathered has been presented thematically and through interpretation. Teachers expressed dissatisfaction with the insufficient and sporadic professional development opportunities they have participated in. The training sessions and workshops failed to cater to the specific requirements of the classroom and were conducted during hours that caused interference with their classroom engagements. The teachers expressed the belief that their professional requirements should be evaluated through consultation, assessment, or observation by senior teachers or Heads of Departments. It is recommended that teachers receive regular training and workshops on a termly basis, with sufficient support provided to ensure their attendance. Effective monitoring and follow-up procedures are imperative for the achievement of favourable outcomes in professional development.

COVID-19 was a pandemic that hit the global world in late 2019, and by 2020 the international sectors were grounded with lockdowns. The lockdowns restricted human movement and gatherings to control the fast-rising waves of the deadly virus across the globe. The education system was significantly impacted as schools were shut down. Thus, academic activities conventionally face-to-face in African learning institutions were suspended for months before teaching and learning was transited to online, amidst many challenges, prospects and opportunities. Hence, this systematic literature review investigates the multifaceted impact of the COVID-19 pandemic on educational transformation within African higher education, especially rural universities in the South African context. The review synthesises peer-reviewed articles, reports, and studies published from early 2020 to the present, analysing the challenges institutions face, innovative strategies employed, and potential long-term implications. The findings highlight the rapid shift to online learning, equity and inclusivity concerns, pedagogical innovations, assessment modifications, faculty development initiatives, and mental health considerations. The review underscores the pandemic's role in accelerating educational change and promoting the adoption of technology-enhanced learning in African higher education while also emphasising the importance of addressing digital disparities and ensuring educational equity.

This study investigates the total rewards (TR) and employee retention (ER) to understand whether better remuneration leads to retention among the employees of First Aluminum of Nigeria. It further emphasizes and reviews the findings of previous articles and journals conducted by various researchers to establish rewards' efficacy in attracting and retaining employees in any given organisation. The study aimed to explore the total reward instruments to attract and retain employees in an organisation. A quantitative design using a sample of 270 employees working in the First Aluminum of Nigeria is adopted. Self-administered questionnaires were administered to employees as respondents for data collection. Data were analysed using Statistical Package for Social Sciences (SPSS) and tables and figures were used to present data. Arising from the empirical findings and comparison with the concept of this study, a discussion on the differences and similarities is made. This study reveals weight and ascertains various kinds of rewards, such as extrinsic, intrinsic, and total rewards, to attract and retain employees at the organization. Thus, this study summarised the results of existing literature on the factors influencing ER at FAN, such as salary; benefits package; compensation; developmental opportunities and quality supervision; compensation and appreciation of work done; promotion, and development opportunities.   It is, therefore, contextualized that growth and advancement opportunities do not influence the ER as a monetary reward does.

There is scant literature available in South Africa that explores the knowledge, attitudes and perceptions of student nursing trainees and other healthcare workers who deliver sexual health services to sexual and gender minority (SGM) communities with unique health needs. An online, mixed-method, questionnaire-based survey was employed to conveniently sample 39/78 (50%) final-year Bachelor of Nursing students from the University of Kwa-Zulu Natal to understand their knowledge, attitudes and perceptions. Descriptive statistics were applied for quantitative results and thematic analysis was used for free-text qualitative data. Results suggested that over 67% of the participants lack the skills and knowledge to obtain a comprehensive history salient to the health needs of SGM populations. Students reported that social upbringing and religious beliefs impact the care they render, with many showing favourable attitudes toward the SGM community. Overall, students reported no content related to SGMs in the current nursing curriculum, however, students were receptive, highlighting the need to be clinically competent to provide relevant healthcare for SGM to meet their sexual health needs. It thus require that students must be trained and have included the SGM content in their curriculum to meet the sexual health needs of SGM population to enable non discriminatory, equitable health provision. being informed and having the necessary skills and knowledge obtained during training in the health institutions of higher learning can address the issues of greatest concern related to the HIV health needs of SGM populations.

Talent development in the modern age needs to translate into self-employability. The study aims to investigate the relationship between Talent Development and Self Employability amongst Actors in the creative industry of South Africa and how Talent Development impacts Employability amongst this group. This study is important for Actors to have a framework to assist them with developing their talent for employability purposes. Underpinned by the post-positivism philosophy and using a deductive reasoning approach, the study chose a quantitative research design and Cagne’s Expanded Model of Talent Development as the theoretical framework of the study. The population of the study was the film and television Actors (N=325) as the study’s participants and accounting for the entire population. Simple random probability sampling was chosen (n=150) as it seeks to generalize the findings of the study to the entire population. The data collection tool was a 5-point self-administered structured questionnaire. The data collection instrument was pre-tested using a small sample and the data gathered was analyzed using quantitative data analysis methods which will be used for the main analysis, aided by Statistical Package for Social Sciences (SPSS) version 27. The study found a clear association between Talent Development and Self-perceived Employability with both constructs having a positive medium correlation. The main elements making a significant contribution were the Actors' cognitive abilities as well as their motivation and they needed to work on their mentorship. The finding of the study seeks to improve the theoretical understanding of talent development and further recommendations for managers within the creative industry to create formal mentorship programmes to aid upcoming Actors.

COVID-19 was a pandemic that hit the global world in late 2019, and by 2020 the international sectors were grounded with lockdowns. The lockdowns restricted human movement and gatherings to control the fast-rising waves of the deadly virus across the globe. The education system was significantly impacted as schools were shut down. Thus, academic activities conventionally face-to-face in African learning institutions were suspended for months before teaching and learning was transited to online, amidst many challenges, prospects and opportunities. Hence, this systematic literature review investigates the multifaceted impact of the COVID-19 pandemic on educational transformation within African higher education, especially rural universities in the South African context. The review synthesises peer-reviewed articles, reports, and studies published from early 2020 to the present, analysing the challenges institutions face, innovative strategies employed, and potential long-term implications. The findings highlight the rapid shift to online learning, equity and inclusivity concerns, pedagogical innovations, assessment modifications, faculty development initiatives, and mental health considerations. The review underscores the pandemic's role in accelerating educational change and promoting the adoption of technology-enhanced learning in African higher education while also emphasising the importance of addressing digital disparities and ensuring educational equity.

The significance of professional development in the educational system cannot be overstated as it has a direct impact on the quality of teaching and learning. Furthermore, it has the potential to shape the classroom practices and performances of teachers. Teachers participate in diverse professional development endeavours to enhance their instructional methodologies. The efficacy of said activities is contingent upon their influence on pedagogical practices within the classroom. The process of selecting three department heads and five teachers from a pool of eight public high schools in the King Cetshwayo District of KwaZulu-Natal Province was conducted through purposive means. The present study employed a qualitative research methodology to gather data from a sample of economics teachers. Specifically, semi-structured face-to-face interviews were conducted with five teachers from each of the five schools. Additionally, a focus group interview was conducted with the three heads of departments (HoDs) from three high schools, which were selected based on convenience. The Andragogy theory served as a theoretical framework that formed the basis for the professional development activities of teachers. The data that was gathered has been presented thematically and through interpretation. Teachers expressed dissatisfaction with the insufficient and sporadic professional development opportunities they have participated in. The training sessions and workshops failed to cater to the specific requirements of the classroom and were conducted during hours that caused interference with their classroom engagements. The teachers expressed the belief that their professional requirements should be evaluated through consultation, assessment, or observation by senior teachers or Heads of Departments. It is recommended that teachers receive regular training and workshops on a termly basis, with sufficient support provided to ensure their attendance. Effective monitoring and follow-up procedures are imperative for the achievement of favourable outcomes in professional development.

The effects of idealised influence as one of the four components of transformational leadership serve as a critical dimension of leadership style. Others include inspirational motivation, intellectual stimulation, and gaining the admiration, trust, and respect of the followers. However, this study focuses on the context of employee resistance to change and its varying dimensions about the role idealised influence plays as a mediator in mitigating resistance to change and facilitating a successful change implementation at selected automobile dealerships in eThekwini Region of KwaZulu-Natal. Idealised influence refers to the leader’s ability to act as role model and gain the admiration of employees and by so doing, positively influence employee’s resistance to change. The study examines the effects of idealised influence on employee resistance to change at the automobile dealership organisations in the eThekwini Region of KwaZulu-Natal. The study investigates the mediating role of idealised influence on employee resistance to change at the automobile dealership organisations in the eThekwini Region of KwaZulu-Natal. Assessment was based on the effect of this leadership style component and its impact on employees’ willingness to accept or resist changes introduced at the selected organisations. Of the 270 staff members identified for participation, 196 questionnaires were returned and analysed using the convergent data analysis as well as the Structural Equation Model (SEM). The study revealed that the idealised influence is positively associated with the staff quick acceptance of change. The study improves the existing framework with regards to understanding how leaders with idealised influence can facilitate change management acceptance of employees by embracing and inculcating the essence of idealised influence. The results can help managers and change management interventionists formulate human resource development to improve change management planning programmmes.