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This paper addresses the critical issue of eroding service delivery by the South African public and local government. One of the primary arguments presented is that a significant contributory factor is the theory-practice gap endemic to public servants. Drawing on a vivid analogy used by the Indian Supreme Court's outrage at the appointment of judicial officers without on-the-job experience, this paper contends that theoretical proficiency alone is not adequate for complex, high-stakes professional work. Through a qualitative, descriptive, and analytical literature review, the study is grounded on conceptual analysis highlighting the inadequacies of academic training devoid of real-world practice. A theoretical framework is then developed by bringing together Kolb's Experiential Learning Theory (ELT) and Competency-Based Education (CBE), demonstrating how these pedagogical frameworks can bridge the knowledge-practice divide. Contextual critique assesses the South African public sector setting based on secondary data sources including government reports, academic studies, and public policy briefs. Failures in governance, financial mismanagement, political meddling, and a systematic lack of practical competencies are revealed by the analysis to be underlying factors of the defects in service delivery in the country. The article proposes an integrated "Competency-Driven Public Service" model on such a basis that integrates experiential learning and skills development within public administration. This conceptualisation model aims to foster ethical leadership, induce a culture of continuous organisational learning, and enhance practical competency at all levels of public administration. The article concludes with practical suggestions made particularly for policymakers and leaders in public administration. These aim to reboot public service provision through education reform and organizational capacity building. Overall, the article contributes to the debate around public sector reform through the provision of theoretically informed, practically useful analysis of a significant issue of governance.

This study explores Artificial Intelligence’s potential in promoting social inclusion in South African tertiary institutions. Despite advancements in expanding access to higher education, historical disparities continue to exclude marginalised groups from accessing equal opportunities in education and human capital development. Artificial Intelligence (AI) offers a promising avenue to bridge this gap by enhancing accessibility, promoting personalised learning, and streamlining administrative processes. The study adopts a desktop literature review to explore how AI-powered tools can leverage intelligent assistive technologies, personalised learning experiences and automated administrative tasks that reduce bureaucratic barriers to enhance physically challenged students’ accessibility and address their diverse learning styles and needs. Despite the potential benefits of AI tools, challenges such as the digital divide, infrastructure constraints, AI bias, cultural sensitivity, and institutional capacity persist to hinder massive adoption. The study recommends infrastructure development, digital literacy programs, culturally sensitive AI design, and capacity-building initiatives for educators to fully harness AI's potential for social inclusion in higher education institutions. The study contributes new knowledge to the ongoing discourse on AI-driven social inclusion in higher education. It emphasises opportunities and challenges prevalent in South Africa. Hence, the study demonstrates how leveraging AI can foster a more inclusive and equitable learning environment

Entrepreneurship is often examined from psychological, social, and economic perspectives. However, this fragmented approach limits our understanding of how these dimensions interact, especially in a world shaped by rapid technological changes and evolving market dynamics. To address this, the Yolk Entrepreneurship Framework was introduced as an integrative model that unifies diverse perspectives. This study employed a conceptual research design and systematically reviewed two decades of literature from leading journals. Through thematic analysis, it explores six key variables: entrepreneurial mindset, sociocultural influences, economic factors, intrapreneurship, sustainable entrepreneurship, and technological advancements. The findings reveal that entrepreneurship is shaped by the dynamic interplay between individual traits and broader contextual factors. Notably, social capital enhances innovation driven by a mindset, highlighting the synergy between internal attributes and external networks. The Yolk Framework visualises these interconnections and promotes a comprehensive view of entrepreneurship. This underscores the need to integrate psychological, sociological, and economic insights to fully grasp the entrepreneurial process. This framework offers a comprehensive lens for scholars, practitioners, and policymakers to understand entrepreneurship as a dynamic, interconnected phenomenon that supports informed research, inclusive policy design, and context-sensitive practice.

Immigrant entrepreneurship has been credited for its contribution to economic development globally. The importance placed on immigrant entrepreneurship has put it at the centre of debate in South Africa. The debate emanates from whether immigrant entrepreneurs bring value to the economy of South Africa or not. However, studies have revealed that immigrant entrepreneurship, if properly regulated, plays a pivotal role in the economy. The study aimed to investigate the role of cultural and disruptive innovation on immigrant entrepreneurs' competitive advantage. The study used a qualitative research methodology, which allowed the study to have a deeper insight into the experiences of immigrant entrepreneurs regarding the aspects of cultural and disruptive innovation, which play a role in their business performance. Data was collected from 20 immigrant entrepreneurs operating in the Eastern Cape. The study findings reveal that cultural and disruptive innovation aspects that have aided immigrant entrepreneurs in having a competitive advantage have more to do with adopting unique business models and strategies, which include networking, adaptability, and market creation or differentiation. The study also highlighted policy and practitioner implications, especially for South African township entrepreneurs.

In emerging economies, women entrepreneurs play a critical role in job creation and social and economic progress, particularly in townships. However, the specific context of women's township entrepreneurship has mainly been overlooked in South African research, which remains fragmented and lacks cohesive insights. This study explores the role of microfinance in fostering women's township entrepreneurship within a South African context. Research has repeatedly demonstrated that microfinance institutions hold a vital position in the economic advancement of women, resulting in elevated female participation in business activities and ultimately fostering their overall empowerment. The investigation focused on women entrepreneurs within the marginalised township of Mdantsane, located in the Eastern Cape Province of South Africa.  Using a qualitative approach, the study involved in-depth interviews with 15 women entrepreneurs selected through purposive sampling. The data was analysed using thematic analysis, revealing five key themes: empowerment through financial independence, building entrepreneurial skills and networks, increased business volume and turnover, overcoming socioeconomic barriers, and reduction in gender inequalities. The findings suggest that an intervention mapping approach is crucial for policymakers to design tailored microfinance programs for women entrepreneurs in township economies. This approach involves a systematic process that begins with a thorough assessment of the specific financial needs and challenges faced by women in these communities, followed by the development of targeted interventions that address those needs.

This paper addresses the critical issue of eroding service delivery by the South African public and local government. One of the primary arguments presented is that a significant contributory factor is the theory-practice gap endemic to public servants. Drawing on a vivid analogy used by the Indian Supreme Court's outrage at the appointment of judicial officers without on-the-job experience, this paper contends that theoretical proficiency alone is not adequate for complex, high-stakes professional work. Through a qualitative, descriptive, and analytical literature review, the study is grounded on conceptual analysis highlighting the inadequacies of academic training devoid of real-world practice. A theoretical framework is then developed by bringing together Kolb's Experiential Learning Theory (ELT) and Competency-Based Education (CBE), demonstrating how these pedagogical frameworks can bridge the knowledge-practice divide. Contextual critique assesses the South African public sector setting based on secondary data sources including government reports, academic studies, and public policy briefs. Failures in governance, financial mismanagement, political meddling, and a systematic lack of practical competencies are revealed by the analysis to be underlying factors of the defects in service delivery in the country. The article proposes an integrated "Competency-Driven Public Service" model on such a basis that integrates experiential learning and skills development within public administration. This conceptualisation model aims to foster ethical leadership, induce a culture of continuous organisational learning, and enhance practical competency at all levels of public administration. The article concludes with practical suggestions made particularly for policymakers and leaders in public administration. These aim to reboot public service provision through education reform and organizational capacity building. Overall, the article contributes to the debate around public sector reform through the provision of theoretically informed, practically useful analysis of a significant issue of governance.

This study explores how administrative culture shapes institutional resilience and adaptive governance in South Africa’s volatile policy environment. Confronted with service delivery failures, governance instability, and public trust deficits, the public sector requires adaptive capacity to withstand systemic shocks. Using a comparative case study of selected national and provincial departments, the research integrates interviews with senior officials, policy document analysis, and survey data. Findings show that collaborative ethos, openness to innovation, and internal accountability strengthen resilience, while rigid hierarchies and siloed decision-making impede responsiveness. Departments with inclusive, learning-oriented cultures adapt more effectively to disruption. By positioning administrative culture as a pivotal enabler of adaptive governance, the study contributes to public administration theory from a Global South perspective and offers actionable guidance for reform. Practically, it underscores that cultivating resilience-oriented cultures can enhance service delivery, rebuild trust, and stabilize governance systems in South Africa’s ongoing institutional reform efforts.

Immigrant entrepreneurship has been credited for its contribution to economic development globally. The importance placed on immigrant entrepreneurship has put it at the centre of debate in South Africa. The debate emanates from whether immigrant entrepreneurs bring value to the economy of South Africa or not. However, studies have revealed that immigrant entrepreneurship, if properly regulated, plays a pivotal role in the economy. The study aimed to investigate the role of cultural and disruptive innovation on immigrant entrepreneurs' competitive advantage. The study used a qualitative research methodology, which allowed the study to have a deeper insight into the experiences of immigrant entrepreneurs regarding the aspects of cultural and disruptive innovation, which play a role in their business performance. Data was collected from 20 immigrant entrepreneurs operating in the Eastern Cape. The study findings reveal that cultural and disruptive innovation aspects that have aided immigrant entrepreneurs in having a competitive advantage have more to do with adopting unique business models and strategies, which include networking, adaptability, and market creation or differentiation. The study also highlighted policy and practitioner implications, especially for South African township entrepreneurs.

This study explores Artificial Intelligence’s potential in promoting social inclusion in South African tertiary institutions. Despite advancements in expanding access to higher education, historical disparities continue to exclude marginalised groups from accessing equal opportunities in education and human capital development. Artificial Intelligence (AI) offers a promising avenue to bridge this gap by enhancing accessibility, promoting personalised learning, and streamlining administrative processes. The study adopts a desktop literature review to explore how AI-powered tools can leverage intelligent assistive technologies, personalised learning experiences and automated administrative tasks that reduce bureaucratic barriers to enhance physically challenged students’ accessibility and address their diverse learning styles and needs. Despite the potential benefits of AI tools, challenges such as the digital divide, infrastructure constraints, AI bias, cultural sensitivity, and institutional capacity persist to hinder massive adoption. The study recommends infrastructure development, digital literacy programs, culturally sensitive AI design, and capacity-building initiatives for educators to fully harness AI's potential for social inclusion in higher education institutions. The study contributes new knowledge to the ongoing discourse on AI-driven social inclusion in higher education. It emphasises opportunities and challenges prevalent in South Africa. Hence, the study demonstrates how leveraging AI can foster a more inclusive and equitable learning environment

In emerging economies, women entrepreneurs play a critical role in job creation and social and economic progress, particularly in townships. However, the specific context of women's township entrepreneurship has mainly been overlooked in South African research, which remains fragmented and lacks cohesive insights. This study explores the role of microfinance in fostering women's township entrepreneurship within a South African context. Research has repeatedly demonstrated that microfinance institutions hold a vital position in the economic advancement of women, resulting in elevated female participation in business activities and ultimately fostering their overall empowerment. The investigation focused on women entrepreneurs within the marginalised township of Mdantsane, located in the Eastern Cape Province of South Africa.  Using a qualitative approach, the study involved in-depth interviews with 15 women entrepreneurs selected through purposive sampling. The data was analysed using thematic analysis, revealing five key themes: empowerment through financial independence, building entrepreneurial skills and networks, increased business volume and turnover, overcoming socioeconomic barriers, and reduction in gender inequalities. The findings suggest that an intervention mapping approach is crucial for policymakers to design tailored microfinance programs for women entrepreneurs in township economies. This approach involves a systematic process that begins with a thorough assessment of the specific financial needs and challenges faced by women in these communities, followed by the development of targeted interventions that address those needs.