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Enterprise Resource Planning (ERP) solutions such as SAP represent a vital investment for organisations seeking to unify varied operational activities into integrated, data-driven platforms. In institutions of higher learning, the use of ERP systems is a crucial component of digital transformation efforts aimed at improving administrative efficiency, institutional governance, and competitive positioning. This article examines the impact of SAP ERP implementation on both organisational and employee dynamics for administrative staff at the Durban University of Technology (DUT), emphasising technostress, digital fatigue, employee well-being, and post-implementation adaptation within a constrained higher education environment. Utilising a desktop appraisal methodology, the study synthesises existing literature to demonstrate how decisions made in the pre-implementation and implementation phases consistently affect employee experiences and organisational outcomes post-implementation. The study indicates that attaining enduring ERP effectiveness requires continuous capacity development, cooperative implementation approaches, and employee-centered support frameworks. The research develops an interdisciplinary model by integrating socio-technical, psychological, capacity-building, and normalisation perspectives, thereby improving the understanding of the human factors involved in ERP deployment within higher education. The study introduces the ERP Lifecycle–Employee Adaptation Framework (ELEAF), which outlines the progressive escalation of technostress during the pre-implementation, implementation, and post-implementation phases, linking each stage to a pertinent theoretical mechanism and a set of organisational interventions. The findings indicate that inadequate training, limited organisational support, dependence on key users, and absence of employee engagement contribute to technostress, digital fatigue, reduced job satisfaction, and challenges in post-implementation adaptation. The study further demonstrates that decisions taken throughout the ERP lifecycle have enduring impacts on employee well-being and organisational effectiveness beyond the system's implementation. This highlights the tangible consequences for higher education institutions, stressing the importance of continuous training, institutional support, systematic information sharing, employee wellness initiatives, and staff-centric ERP management to enhance long-term value achievement. It consequently lays the groundwork for future research on the human dimensions of digital transformation in resource-constrained environments.

This study examines how curriculum relevance and workplace-based mentorship influence apprenticeship outcomes in South Africa’s manufacturing industry, with a focus on persistent skills gaps between training provision and industry requirements. Guided by Objective 1, which seeks to examine the relevance and alignment of apprenticeship curricula with the skills, technologies, and competency demands of the manufacturing sector, and Objective 3, which explores the role of mentorship and workplace-based learning in supporting skills development, employability, and workplace readiness, the study investigates the extent to which current apprenticeship programs reflect contemporary manufacturing practices. A qualitative, multi-case research design was employed, drawing on in-depth interviews with stakeholders from public colleges, private training centres, and small and medium-sized enterprises (SMEs). The findings reveal a sustained misalignment between formal apprenticeship curricula and modern manufacturing technologies, including automation, robotics, and advanced production systems, largely resulting from centralised curriculum control and limited institutional autonomy. In contrast, mentorship and workplace learning emerged as critical mechanisms for translating theoretical knowledge into practical competence, strengthening professional identity, and developing both technical and soft skills. However, the effectiveness of mentorship practices varies across institutional contexts, with colleges facing greater structural and policy constraints than SMEs and training centres. The study concludes that bridging skills gaps in South Africa’s manufacturing sector requires an integrated approach that combines responsive curriculum reform with structured, industry-embedded mentorship and authentic workplace learning opportunities, offering practical and theoretical contributions to vocational education and training scholarship.

Early mathematical competence provides the foundation for learners' cognitive development, problem-solving, and later academic achievement. Despite South Africa's commitment to mother-tongue-based education, many young learners continue to experience difficulties in mathematics because instruction is frequently mediated through English or inconsistent bilingual practices before learners develop adequate proficiency in the language of learning and teaching. This linguistic mismatch is particularly evident in rural schools, where it constrains conceptual understanding, mathematical communication, and learner participation. This study explored the benefits and challenges of integrating Tshivenda into early mathematics instruction in rural primary schools in the Vhembe District of Limpopo Province, South Africa. Guided by the interpretivist paradigm, the study adopted a qualitative multiple-case study design. Purposive sampling was used to select 24 participants, comprising 16 teachers, 4 Heads of Department, and 4 school principals, from 4 rural primary schools. Data were generated through semi-structured interviews, classroom observations, and document analysis and analysed using Braun and Clarke's thematic analysis. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, peer debriefing, reflexive journaling, and an audit trail. The findings revealed that integrating Tshivenda strengthened learners' conceptual understanding by connecting mathematical concepts with familiar linguistic and cultural experiences while promoting learner participation, confidence, mathematical discourse, and collaborative problem-solving. However, implementation remained constrained by limited mathematical terminology, inadequate teaching and learning resources, insufficient teacher preparation for multilingual pedagogy, and challenges associated with the transition to English in Grade 4. The study recommends developing standardised mathematical terminology, expanding culturally responsive instructional resources, strengthening continuous teacher professional development, and promoting collaboration among universities, language specialists, curriculum developers, and the Department of Basic Education to advance equitable, multilingual, and culturally responsive mathematics education.

Following the end of apartheid, South Africa became one of the major recipients of foreign aid in Sub-Saharan Africa. International assistance, particularly from European donor countries, was primarily directed towards supporting the democratic transition, combating the legacy of apartheid, and fostering the development of a stable, inclusive, and non-racial society. This paper examines the impact of foreign aid on poverty in South Africa between 2015 and 2020, with particular attention to its contribution to economic growth, poverty reduction, and domestic policy. Drawing on a qualitative research approach based on secondary data and thematic content analysis, the study reviews existing empirical literature and policy documents to assess the effectiveness of foreign aid in addressing poverty. The findings indicate that foreign aid can contribute to poverty reduction by supporting economic growth, improving access to public services, and supplementing domestic investment. However, its effectiveness depends largely on the presence of sound institutions, effective governance, and appropriate public policies. The study further finds that South Africa's commitment to national ownership and policy autonomy has limited the influence of external donors on domestic policy formulation and implementation. Although foreign aid has supported developmental initiatives, its relatively small contribution to the national budget constrains its overall impact on poverty reduction. The paper concludes that foreign aid can complement domestic development efforts but cannot substitute for strong institutions, inclusive economic policies, and sustained national investment in addressing poverty.

In South Africa, Grade 10 subject streaming is a critical stage in secondary schooling that shapes learners' future educational and career opportunities. Informed subject choices align with Sustainable Development Goal 4 (Quality Education), which promotes inclusive and equitable learning opportunities. Although parental involvement is widely recognised as important during this transition, limited research has examined how parents in rural contexts prepare their children for subject-stream selection. Guided by Bronfenbrenner's Ecological Systems Theory, this study investigated whether and how parents prepare their children for Grade 10 subject streaming in rural secondary schools in the Vhembe District of Limpopo Province. A qualitative case study design was employed. Participants included parents of Grade 9 learners, learners, and educators responsible for subject guidance. Data were collected through semi-structured interviews and document analysis and analysed using thematic analysis. The findings revealed that parental participation in subject selection was often procedural rather than informed. While some parents attempted to guide their children, many lacked adequate knowledge of subject streams, curriculum requirements, and their links to further study and career pathways. Document analysis further showed that subject-choice forms largely functioned as administrative tools requiring parental signatures, with limited explanatory information regarding subject requirements and career opportunities. Socioeconomic challenges, limited educational attainment, and weak school-parent communication further constrained parental involvement. As a result, learners frequently relied on Life Orientation teachers, peers, and personal interests when selecting subjects. The study concludes that parental preparation for Grade 10 subject streaming in rural schools remains limited and uneven. It recommends strengthening school-parent partnerships, providing parent-focused subject-choice guidance, involving parents more directly in career-guidance activities, and improving access to subject-selection information through clear and accessible communication.

Enterprise Resource Planning (ERP) solutions such as SAP represent a vital investment for organisations seeking to unify varied operational activities into integrated, data-driven platforms. In institutions of higher learning, the use of ERP systems is a crucial component of digital transformation efforts aimed at improving administrative efficiency, institutional governance, and competitive positioning. This article examines the impact of SAP ERP implementation on both organisational and employee dynamics for administrative staff at the Durban University of Technology (DUT), emphasising technostress, digital fatigue, employee well-being, and post-implementation adaptation within a constrained higher education environment. Utilising a desktop appraisal methodology, the study synthesises existing literature to demonstrate how decisions made in the pre-implementation and implementation phases consistently affect employee experiences and organisational outcomes post-implementation. The study indicates that attaining enduring ERP effectiveness requires continuous capacity development, cooperative implementation approaches, and employee-centered support frameworks. The research develops an interdisciplinary model by integrating socio-technical, psychological, capacity-building, and normalisation perspectives, thereby improving the understanding of the human factors involved in ERP deployment within higher education. The study introduces the ERP Lifecycle–Employee Adaptation Framework (ELEAF), which outlines the progressive escalation of technostress during the pre-implementation, implementation, and post-implementation phases, linking each stage to a pertinent theoretical mechanism and a set of organisational interventions. The findings indicate that inadequate training, limited organisational support, dependence on key users, and absence of employee engagement contribute to technostress, digital fatigue, reduced job satisfaction, and challenges in post-implementation adaptation. The study further demonstrates that decisions taken throughout the ERP lifecycle have enduring impacts on employee well-being and organisational effectiveness beyond the system's implementation. This highlights the tangible consequences for higher education institutions, stressing the importance of continuous training, institutional support, systematic information sharing, employee wellness initiatives, and staff-centric ERP management to enhance long-term value achievement. It consequently lays the groundwork for future research on the human dimensions of digital transformation in resource-constrained environments.

This study examines how curriculum relevance and workplace-based mentorship influence apprenticeship outcomes in South Africa’s manufacturing industry, with a focus on persistent skills gaps between training provision and industry requirements. Guided by Objective 1, which seeks to examine the relevance and alignment of apprenticeship curricula with the skills, technologies, and competency demands of the manufacturing sector, and Objective 3, which explores the role of mentorship and workplace-based learning in supporting skills development, employability, and workplace readiness, the study investigates the extent to which current apprenticeship programs reflect contemporary manufacturing practices. A qualitative, multi-case research design was employed, drawing on in-depth interviews with stakeholders from public colleges, private training centres, and small and medium-sized enterprises (SMEs). The findings reveal a sustained misalignment between formal apprenticeship curricula and modern manufacturing technologies, including automation, robotics, and advanced production systems, largely resulting from centralised curriculum control and limited institutional autonomy. In contrast, mentorship and workplace learning emerged as critical mechanisms for translating theoretical knowledge into practical competence, strengthening professional identity, and developing both technical and soft skills. However, the effectiveness of mentorship practices varies across institutional contexts, with colleges facing greater structural and policy constraints than SMEs and training centres. The study concludes that bridging skills gaps in South Africa’s manufacturing sector requires an integrated approach that combines responsive curriculum reform with structured, industry-embedded mentorship and authentic workplace learning opportunities, offering practical and theoretical contributions to vocational education and training scholarship.

Early mathematical competence provides the foundation for learners' cognitive development, problem-solving, and later academic achievement. Despite South Africa's commitment to mother-tongue-based education, many young learners continue to experience difficulties in mathematics because instruction is frequently mediated through English or inconsistent bilingual practices before learners develop adequate proficiency in the language of learning and teaching. This linguistic mismatch is particularly evident in rural schools, where it constrains conceptual understanding, mathematical communication, and learner participation. This study explored the benefits and challenges of integrating Tshivenda into early mathematics instruction in rural primary schools in the Vhembe District of Limpopo Province, South Africa. Guided by the interpretivist paradigm, the study adopted a qualitative multiple-case study design. Purposive sampling was used to select 24 participants, comprising 16 teachers, 4 Heads of Department, and 4 school principals, from 4 rural primary schools. Data were generated through semi-structured interviews, classroom observations, and document analysis and analysed using Braun and Clarke's thematic analysis. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, peer debriefing, reflexive journaling, and an audit trail. The findings revealed that integrating Tshivenda strengthened learners' conceptual understanding by connecting mathematical concepts with familiar linguistic and cultural experiences while promoting learner participation, confidence, mathematical discourse, and collaborative problem-solving. However, implementation remained constrained by limited mathematical terminology, inadequate teaching and learning resources, insufficient teacher preparation for multilingual pedagogy, and challenges associated with the transition to English in Grade 4. The study recommends developing standardised mathematical terminology, expanding culturally responsive instructional resources, strengthening continuous teacher professional development, and promoting collaboration among universities, language specialists, curriculum developers, and the Department of Basic Education to advance equitable, multilingual, and culturally responsive mathematics education.

Following the end of apartheid, South Africa became one of the major recipients of foreign aid in Sub-Saharan Africa. International assistance, particularly from European donor countries, was primarily directed towards supporting the democratic transition, combating the legacy of apartheid, and fostering the development of a stable, inclusive, and non-racial society. This paper examines the impact of foreign aid on poverty in South Africa between 2015 and 2020, with particular attention to its contribution to economic growth, poverty reduction, and domestic policy. Drawing on a qualitative research approach based on secondary data and thematic content analysis, the study reviews existing empirical literature and policy documents to assess the effectiveness of foreign aid in addressing poverty. The findings indicate that foreign aid can contribute to poverty reduction by supporting economic growth, improving access to public services, and supplementing domestic investment. However, its effectiveness depends largely on the presence of sound institutions, effective governance, and appropriate public policies. The study further finds that South Africa's commitment to national ownership and policy autonomy has limited the influence of external donors on domestic policy formulation and implementation. Although foreign aid has supported developmental initiatives, its relatively small contribution to the national budget constrains its overall impact on poverty reduction. The paper concludes that foreign aid can complement domestic development efforts but cannot substitute for strong institutions, inclusive economic policies, and sustained national investment in addressing poverty.

In South Africa, Grade 10 subject streaming is a critical stage in secondary schooling that shapes learners' future educational and career opportunities. Informed subject choices align with Sustainable Development Goal 4 (Quality Education), which promotes inclusive and equitable learning opportunities. Although parental involvement is widely recognised as important during this transition, limited research has examined how parents in rural contexts prepare their children for subject-stream selection. Guided by Bronfenbrenner's Ecological Systems Theory, this study investigated whether and how parents prepare their children for Grade 10 subject streaming in rural secondary schools in the Vhembe District of Limpopo Province. A qualitative case study design was employed. Participants included parents of Grade 9 learners, learners, and educators responsible for subject guidance. Data were collected through semi-structured interviews and document analysis and analysed using thematic analysis. The findings revealed that parental participation in subject selection was often procedural rather than informed. While some parents attempted to guide their children, many lacked adequate knowledge of subject streams, curriculum requirements, and their links to further study and career pathways. Document analysis further showed that subject-choice forms largely functioned as administrative tools requiring parental signatures, with limited explanatory information regarding subject requirements and career opportunities. Socioeconomic challenges, limited educational attainment, and weak school-parent communication further constrained parental involvement. As a result, learners frequently relied on Life Orientation teachers, peers, and personal interests when selecting subjects. The study concludes that parental preparation for Grade 10 subject streaming in rural schools remains limited and uneven. It recommends strengthening school-parent partnerships, providing parent-focused subject-choice guidance, involving parents more directly in career-guidance activities, and improving access to subject-selection information through clear and accessible communication.