Text in English / The primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers. / Psychology / M.A. (Psychology (Research Consultation))

This study was conducted at the University of South Africa in the Department of Information Science and looked at the students’ perception about e-learning. The study context was Open Distance Learning (ODL) which allows multi-dimensional e-learning aimed at bridging the time, geographical, economic, social, educational and communication distance between student and institution, student and academics, student and courseware and student and peers. It has emerged in the literature that student’ perceptions and understanding of e-learning are susceptible to challenges related to infrastructure, geographic location, skills set, support services, pedagogical matters and other related matters. These challenges are likely to affect the students’ perceptions of e-learning which is likely to have a negative impact on effective learning as well as success and completion rates. The main aim of the study was to examine the perceptions of Information Science students towards e-learning. This study opted for multi-methods. The quantitative approach which involves the use of controlled questionnaires was employed. The questionnaire was designed in the web survey for the purpose of reaching scattered respondents and the opportunity to obtain large numbers of respondents to contribute. Also the qualitative method was considered as appropriate for this study because it helped to conceptualise the research and enabled the researcher to gather information from lecturers on influencing students and the strategies used to promote e-learning. The overall population of this study was 125 students and 17 lecturers. The study revealed that not all students knew what e-learning was, and the major challenge was the internet access as students complained about the shortage of internet bundles. Many students at UNISA considered e-learning as a flexible for teaching and studying method because it is not bound to a particular time and place, also they commended that the usability of myUnisa has created more accessibility in learning environment for tuition. If the current students are not assisted with the lowest prices for internet access, students might not continue interacting with lecturers in the e-learning platforms. Also, first year students at UNISA should be trained for the e-learning environment and be given an overview of the UNISA e-learning platform. / Information Science / M. Inf.

The MA Social Behaviour Studies in HIV and AIDS as a postgraduate degree requires students to work and conduct research independently. The purpose of the study was to gauge the perceptions, attitudes and experiences of second year students and key personnel concerning student support. A mixed methods research design was used. It was found that students and staff regarded support in a positive light, although concerns about insufficient resources were expressed. Students expressed needs for specific academic and research support. Staff tended to romanticise the reasons for students enrolling for the degree. Possible conflicting expectations of the degree and the amount and type of support offered were found between the staff and the students and also among various staff members. / Social Work / M.A. (Social Behaviour Studies in HIV-AIDS)

The major focus and question emanating from the research is: to what extent do the operational action plans, policies, functions, procedures and activities as well as their implementation within the Directorate: Student Admissions and Registrations correlate with the strategic objectives of the University of South Africa (Unisa)? In alignment with the above, the major challenge of the study was to identify adequate and appropriate approaches to ensure appropriate correlation levels between strategic objectives and their successful implementation relevant to the Directorate: Student Admissions and Registrations. The challenge of every Departmental Head is to turn theory into practice; to make something happen and to translate strategic plans into real business results. This will be accomplished only when there is synergy or connectivity between strategic and operational planning towards effective implementation. Various literature reviews and research topics on strategic management focus either on strategic planning or strategic implementation as separate identities. Few publications address the challenge of connecting the pursuit of strategic objectives with operational plans. Even fewer literature reviews indicate the relationship or correlation levels between strategic objectives and operational plans of an organisation; the desirable or appropriate level thereof, to ensure the effective pursuit of strategic objectives. The outcomes of this study could contribute to the identification of an appropriate approach and measurement criteria to ensure connectivity/alignment between specific strategic objectives and operational plans relevant to the Directorate: Student Admissions and Registrations. By doing this, the strategic objectives are effectively and efficiently promoted to those responsible for carrying out the execution plan. The researcher has adopted a comprehensively-integrated-aligned-strategic-processmanagement- approach as part of the standardised operational plans of the Directorate: Student Admissions and Registrations so as to ensure more effective and efficient (appropriate) correlation levels in respect of specific strategic objectives relevant to the Directorate: Student Admissions and Registrations due to a lack of correlation in some instances. The above approach represents a total view of an organisation‟s strategic management and control systems and consists of the strategic planning, operational plans and resultsmanagement plans. The mentioned approach will also consist of a measurement criterion which identifies critical enablers, dependencies and drivers to ensure vertical and horizontal alignment in respect of original planning (the what and why) with the implementation plans (when, how and by whom).The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time).The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time). The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time). The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time). / Public Administration and Management / M.A. (Public Administration)

The aim of this study was to demonstrate how postgraduate students cope with the stress induced while adjusting to the various proposal and research report writing phases they are involved in. It is further purported that difficulties in adjusting to the various proposal and research report writing phases and lack of support lead to students experiencing stress. The population consisted of 815 students enrolled for masters and doctoral programmes at Unisa for the 2012 academic year. This study employed the Stress and Support Questionnaire for University Students to determine the stress postgraduate students encountered while adjusting to the proposal and research report writing phases they were in. Furthermore, this questionnaire was also used to understand how these students use support as a coping mechanism. The various research hypotheses were tested using an explanatory mixed method research design. The population consisted of 815 students enrolled for masters and doctoral programmes at Unisa for the 2012 academic year. Data was analysed using Statistical Package for Social Sciences (SPSS), Strata software and Microsoft Excel. Statistical analyses included tests, Analysis of Variance (ANOVA) and chi-square tests. The results demonstrated that students experience stress during the adjustment process to the various research report writing phases. However, masters students showed higher levels of stress while adjusting to the research report writing phases, compared with doctoral students. Some of the doctoral students reported that they felt fewer levels of stress, because they were already exposed to postgraduate studies and were aware of what is expected. Furthermore, students who reported feeling stress to a large extent indicated the reasons to be a lack of support from supervisors, delayed and insufficient feedback, lack of financial support, lack of social support, procrastination, and balancing work and studies. Some of the students iv indicated that they do not feel any stress at all because they have surrounded themselves with people who have travelled the path, and their environment is conducive to study. Support from colleagues at work, supervisors, friends and family have also shown to help students adjust to the research report writing phases of their programmes. Although some of the students indicated that they do not experience stress, it is imperative that interventions be designed for those students who do experience challenges when adjusting to the research report writing phases. / Psychology / MA (Psychology)

This study is a qualitative evaluation of generated and nongenerated publicity using Unisa as a case study over a period of six months. The qualitative data were quantified through the use of content analysis. The study takes as its point of departure the importance of an integrated marketing communication approach. It indicates how an integrated marketing communication approach can secure that an organisation's publicity efforts contribute effectively to its marketing objectives. In addition, it indicates that an organisation can also deal with nongenerated, negative publicity much more effectively within such an approach. This study establishes that because Unisa did not adopt an integrated marketing communication approach, it had a detrimental effect on its efforts to generate publicity as well as on its efforts to deal with negative publicity. These findings are discussed in terms of specific criteria for generated and nongenerated publicity within an integrated marketing communication approach. / Communication Science / M. A. (Communication)

Throughout the history of universities, university autonomy and academic freedom have come ~o be regardeci as indispensable if the university has to fulfill its function of generating and disseminating knowledge and information for the benefit of society. Al though these are often conflated, they are distinguishable though interdependent. Autonomy relates to the self-governance of the university without external interference. Academic freedom entails the freedom of an individual academic to hold whatever views, orthodox or unorthodox, without censure or other penalty. critical inquiry. It also entails Although academic autonomy and freedom are critical to the academic function, they are not beyond dispute. There is always a continuous debate on what are the proper boundaries of legitimate academic autonomy and freedom. These boundaries are not fixed and keep on shifting. The shifting is often caused by government intervention into university education by way of subsidising it. As a quid pro quo for subsidizing university education, the government often feels entitled to stipulate conditions for the granting of such subsidies. Various governments follow different ways of doing this. There is a general trend in terms of which the government is defining the degree of academic autonomy. With autonomy it emphasizes accountability and with academic freedom it emphasizes responsibility. These are not mutually in conflict. iii Al though universities cherish their autonomy and academic freedom, these are always subject to threat. These cannot flourish in an authoritarian culture, but can only thrive in a democratic culture where other civil liberties are respected. The reason for this is that human freedom is indivisible and academic freedom cannot survive when other rights ar-e violated. The South African Constitution protects academic freedom. This is not generally done in most constitutions of the world. The reason why the South African Cons ti tut ion expressly protects academic freedom is because academic autonomy and freedom were severely violated in the past. Al though the protection of academic freedom in the Constitution does not provide indefeasible security, it makes the way of a transgressing government difficult. This is important because even a democratic government can violate academic freedom. / Constitutional, International & Indigenous Law / LL.D. (Constitutional, International & Indigenous Law)

Thesis (PhD (Curriculum Studies))—University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The rural nature of most parts of Mpumalanga Province poses a number of human resources development challenges to the people in the rural communities of the province. The high rate of black African people aged 20 years or older who had no schooling (32% in 1996 and 30.1% in 2001) in the province is one such a challenge. The overall unemployment rate in Mpumalanga increased from 18.6% in 1996 to 23.1% in 2001 and 26.3% in 2007 (Statistics SA, 1996; 2001 & 2007), while for black Africans in particular it increased from 20.3% in 1996 to 24.6% in 2001. Since Mpumalanga is a rural province that is populated mainly by black Africans, the conclusion may be drawn that most of the people who are affected by unemployment live in the rural communities of the province. Research was carried out to investigate the role of the University of South Africa in the development of human resources in the rural communities of Mpumalanga. The institutes/bureaus of the University of South Africa were identified as the target population for the research. A questionnaire was administered to the managers of 21 sampled institutes/bureaus of the University of South Africa. The colleges at the University of South Africa offer the non-formal, non-subsidised and need-driven training programmes through the institutes/bureaus which are regarded as the delivery arm of those programmes. The research found that the institutes/bureaus of the University of South Africa had no significant contribution to make towards the development of human resources in the targeted communities and that most of the programmes presented were not targeting the critical developmental needs of the people in rural communities. The role and involvement of the University of South Africa and other higher education institutions in rural communities should be directed by the genuine developmental needs of people in these communities. The training providers targeting rural areas should be informed by both theoretical and practical considerations towards the provision of training intervention programmes. The identification of training and developmental needs is crucial to a successful intervention for the development of human resources in rural communities. iii The research concluded, among others, that the University of South Africa is lacking in observing the stakeholder role and the strategic partner role of a university in the development of human resources in rural communities. It is however focusing, to a certain extent, on the service provider role. Furthermore, the University of South Africa is not carrying out the service learning practice through which the university students could participate and contribute to the development of human resources in rural communities. Universities have the knowledge base, expertise, networks and, in most cases, the required resources to make a contribution to the development of human resources in rural communities. The universities should therefore commit themselves to this aspect in order to assist in the development of rural communities. The practice of social responsibility implies that universities should become involved in community development activities in the needy rural communities without a profit intent, but with a community development rationale. Many poor people from rural communities would benefit from the practice of social responsibility by universities. / AFRIKAANS OPSOMMING: Vanweë die landelike aard van die grootste deel van Mpumalanga ervaar die plattelandse bevolking in hierdie provinsie talle uitdagings met betrekking tot die ontwikkeling van menslike hulpbronne. Een so ʼn uitdaging in die provinsie is die groot persentasie swart mense bo die ouderdom van 20 jaar wat geen skoolopleiding ontvang het nie (32% in 1996 en 30.1% in 2001). Die totale werkloosheidsyfer in Mpumalanga het van 18.6% in 1996 tot 23.1% in 2001 en 26.3% in 2007 gestyg (Statistics SA, 1996; 2001 & 2007), en vir swart mense in hierdie provinsie in die besonder het dit van 20.3% in 1996 tot 24.6% in 2001 toegeneem. Aangesien Mpumalanga ʼn landelike provinsie is wat hoofsaaklik deur swart mense bevolk word, kan die afleiding gemaak word dat die meeste van die mense wat deur werkloosheid geraak word in die landelike gebiede van die provinsie woon. Navorsing is gedoen om ondersoek in te stel na die rol van die Universiteit van Suid-Afrika in die ontwikkeling van menslike hulpbronne in die landelike gemeenskappe van Mpumalanga. Die institute/buro’s van die Universiteit van Suid-Afrika is as die teikenpopulasie van die navorsing geïdentifiseer. Die bestuurders van 21 institute/buro’s van die Universiteit van Suid-Afrika wat as steekproef gedien het, het ʼn vraelys voltooi. Die Kolleges aan die Universiteit van Suid-Afrika bied die nie-formele, nie-gesubsidieerde en behoeftegedrewe opleidingsprogramme aan deur die institute/buro’s wat as die vertakking beskou word wat diens moet lewer ten opsigte van hierdie programme. Die navorsing het bevind dat die institute/buro’s van die Universiteit van Suid-Afrika ten tyde van die ondersoek nie in staat was om enige beduidende bydrae te maak tot die ontwikkeling van menslike hulpbronne in die geteikende gemeenskappe nie en dat die meeste van die programme wat aangebied is nie op die kritieke ontwikkelingsbehoeftes van die mense in landelike gebiede gerig was nie. Daar word aanbeveel dat die rol en betrokkenheid van die Universiteit van Suid-Afrika en ander hoëronderwysinstellings in landelike gemeenskappe deur die werklike ontwikkelingsbehoeftes van die mense in hierdie gemeenskappe gerig word. v Voornemende verskaffers van opleiding in landelike gebiede behoort beide teoretiese en praktiese oorwegings in ag te neem wanneer hulle intervensieprogramme vir opleiding beplan en ontwerp. Die identifisering van opleidings- en ontwikkelingsbehoeftes is van kritieke belang in die daarstelling van ʼn suksesvolle intervensie vir die ontwikkeling van menslike hulpbronne in landelike gebiede. Op grond van die navorsing is tot die gevolgtrekking gekom dat UNISA nie sy belanghebberrol en sy rol as strategiese vennoot as universiteit in die ontwikkeling van menslike hulpbronne in landelike gemeenskappe nakom nie. Daar word wel in ʼn mate aan die eise van die diensverskafferrol voldoen. Voorts kom die toepassing van diensleer, waardeur studente deel kan word van en bydra tot die ontwikkeling van menslike hulpbronne in landelike gemeenskappe, nie tot sy reg nie. Universiteite beskik oor die kennisbasis, kundigheid, netwerke en, in die meeste gevalle, oor die nodige bronne om ’n bydrae te maak tot die ontwikkeling van menslike hulpbronne in landelike gemeenskappe. Universiteite behoort hulle dus te verbind tot hierdie aspek van hulle sosiale verantwoordelikheid ten einde ’n bydrae te maak tot die ontwikkeling van landelike gemeenskappe. Die toepassing van sosiale verantwoordelikheid impliseer dat universiteite, sonder winsmotief, betrokke behoort te raak by gemeenskapsontwikkelingsaktiwiteite in die arm, landelike gemeenskappe. Baie arm mense in landelike gemeenskappe sal deur die toepassing van sodanige sosiale verantwoordelikheid deur universiteite baat vind.

Being a lecturer and serving in the Higher Degrees Committee of the Department of Public Administration and Management at Unisa for several years, gave me exposure to master’s and doctoral candidates’ scholarly work. I realised that the doctoral candidates, in particular, were facing methodological challenges. This realisation triggered my curiosity in the methodological preparedness of doctoral candidates. My scholarly curiosity prompted me to undertake a preliminary literature review which has identified a number of scholarly contributions on the quality of research in Public Administration. These studies have not established or attempted to establish conceptual frameworks for understanding this phenomenon. I deduced that the lack of scholarly contributions on the methodological preparedness of doctoral candidates indicates a knowledge gap that compromises scholarly understanding of methodological preparedness, both as a concept and a phenomenon. The main purpose of this research was to generate theory, by means of the development of a conceptual framework, in response to the identified knowledge gap in the literature. Consequently, a qualitative theory generating research design was chosen and actualised in three interrelated research phases. Phase 1 provides a theoretical perspective by turning to the scholarly literature and institutional documents to obtain a deepened understanding of the concept methodological preparedness relevant to Public Administration doctoral candidates. This phase serves, firstly, to provide an overview of the characteristics of the doctorate in Public Administration as an immediate context for methodological preparedness, and secondly, to do a concept analysis to identify and describe the meaning of the concept methodological preparedness with reference to a doctoral candidate. Phase 2 aimed to make sense of the methodological preparedness of Public Administration doctoral candidates at Unisa by exploring, through an Interpretive Phenomenological Analysis (IPA), how doctoral candidates and supervisors make sense of this phenomenon. This study makes a methodological contribution by employing the IPA for the first time in the South African Public Administration fraternity. Phase 3 generates a conceptual framework for understanding the methodological preparedness of Public Administration doctoral candidates at Unisa. The framework contributes to the understanding of the under- vi researched concept and phenomenon methodological preparedness of doctoral candidates in Public Administration. This study has shown that a candidate’s methodological preparedness (the state of being competent to independently make a methodological decision relevant to his or her doctoral research project), is not a once-off gate-keeping phenomenon, but an ongoing and fluent state of being. / Public Administration / D. Litt. et Phil. (Public Administration)

The purpose of this article (see Annexure A)1 is to review curriculum within the Department of Economics (Unisa). The article is intended for submission to the International Review of Economics Education (IREE) with the guidelines contained in Annexure F. Unisa is the largest open and distance, e-learning institution in Africa and as such requires reliable and applicable curriculum to cater in the needs of the continent and the rest of the world. The curriculum review also entails an evaluation of undergraduate and post graduate programmes offered by the Department of Economics. It is a mixed methods study, in that qualitative interviews inform and confirm the results of a quantitative survey done amongst alumni, students, faculty and industry on the degree offering within the Department. The world of work and workplace as such will change as part of the fourth industrial revolution. Improving the graduateness and employability of students has become crucial in line with Unisa’s motto of “Define tomorrow”. The main findings show that creative and critical writing and numerical skills in line with pluralism in Economics and pedagogy are key and at the forefront of any change that needs to occur. Further, re-thinking pedagogy will require a coordinated effort within the Department of Economics with revising all Micro- and Macroeconomics modules at the different levels of the BCom (Economics). This will also entail an overall strategy for assessment on the different levels to improve writing skills of the students. Implementing Calculus and Linear Algebra at first year level and Statistics up to third year level should bring the department in line with local and international universities. This has become clear within the Department and includes the two-stream qualification route, with revised Economics and new Applied Economics route. This curriculum review can inform other similar exercises, which makes South Africa the emerging market of future generations. / Die doel van hierdie artikel is om die kurrikula in die Departement Ekonomie (Unisa) te hersien. Unisa is die grootste oop- en afstandsleerinstelling in Afrika en verlang as sodanig betroubare en toepaslike kurrikula om aan die kontinent en die res van die wêreld se behoeftes te voorsien. Die kurrikulumhersiening behels ook 'n evaluering van voorgraadse en nagraadse programme wat die Departement Ekonomie aanbied. Die studie het gemengde metodes gebruik. Kwalitatiewe onderhoude het die resultate van 'n kwantitatiewe opname onder alumni, studente, fakulteitslede en die industrie oor dit wat die departement aanbied, belig en bevestig. Die wêreld van werk en die werkplek sal verander as deel van die Vierde Industriële Rewolusie. Dit het noodsaaklik geword om studente se graadwaardigheid en indiensneembaarheid te verbeter, ooreenkomstig met Unisa se slagspreuk van "Definieer die toekoms". Die hoofbevindinge wys dat kreatiewe en kritiese skryf- en numeriese vaardighede ooreenkomstig pluralisme in Ekonomie, noodsaaklik en aan die voorpunt van enige veranderinge is wat moet plaasvind. Verder, om pedagogie weer te bedink sal 'n gesamentlike poging binne die Departement Ekonomie behels om alle mikro- en makro-ekonomiese modules op die verskillende vlakke van die BCom (Ekonomie) te hersien. Dit sal ook 'n algehele strategie vir die assessering op die verskillende vlakke behels om studente se skryfvaardighede te bevorder. Deur Calculus en Lineêre Algebra op eerstejaarsvlak aan te bied en Statistiek tot op derdejaarsvlak, sal die departement in lyn met plaaslike en internasionale universiteite bring. Dit sluit die tweestroomkwalifikasies in met hersiende Ekonomie en nuwe Toegepaste Ekonomie roete. Hierdie artikel belig ander kurrikulumhersienings van verskeie vakgebiede plaaslik en internasionaal, wat Suid-Afrika die ontluikende mark vir toekomstige generasies maak. / Sepheo sa sengolwa sena ke le lekola-botjha dikharikhulamo tsa Lefapha la Dithuto tsa Moruo (Unisa). Unisa ke setsi se seholo ka ho fetisisa tsa thuto ya elektroniki se butsweng hape e le sa thuto ka ngollano, mme ka mokgwa oo, se hloka ho ba le kharikhulamo e tshepehang hape e amehang hore e kgotsofatse ditlhoko tsa kontinente le lefatshe ka bophara. Tekolo-botjha ya kharikhulamo e boetse e ne e kenyeletsa mananeo a pele ho grata le a kamora grata a fanwang ke Lefapha la Dithuto tsa Moruo. E ne e le boithuto ba mekgwa e fapaneng moo teng dinthavu tsa mokgwa wa boleng di tsebisetseng le ho netefatsa diphetho tsa boithuto ba mokgwa wa mongata hara ba neng ba kena sekolo moo, baithuti, lekala le indasteri mabapi le digrata tse fanwang kahare ho lefapha. Lefatshe la mosebetsi le sebaka sa mosebetsi di tla fetoha jwalo ka karolo ya Phetoho e Kgolo ya Bone ya Indasteri. Ho ntlafatsa boemo ba ho fumana grata le bokgoni ba ho fumana mosebetsi ha batjha ho se ho le bohlokwahadi ho latela lepetjo la Unisa la “Hlalosa bokamoso”. Diphetho tsa sehlooho di bontsha hore bongodi ba boiqapedi le boinahano le ditsebo tsa dipalo ho latela puso-pedi ho thuto ya tsa Moruo di bohlokwa mme di eme kapele ho phetoho efe kapa efe e hlokang ho etsahala. Ho feta moo, ho nahanisisa mokgwa wa thuto ho tla kenyelletsa maikutlo a hlophisitsweng kahare ho Lefapha la Thuto ya tsa Moruo ho ntjhafatsa dithuto tsohle tsa micro- le macro-economics maemong a fapaneng a BCom (Economics). Sena se boetse se tla kenyelletsa moralo o akaretsang wa tekanyo maemong a fapaneng ho ntlafatsa ditsebo tsa bongodi tsa baithuti. Ho tsebisa dithuto tsa Calculus le Linear Algebra boemong ba selemo sa pele sa dithuto le ho tsebisa thuto ya Statistics ho fihla ho boemo ba boraro ho ka tlisa lefapha maemong a tshwanang le a diyunivesithi tsa lehae le tsa matjhaba. Sena se kenyelletsa mangolo a karolo tse pedi le Dithuto tsa Moruo (le Applied Economics). Sengolwa sena se rerile ho tsebisa ditekolo tse ding tsa kharikhulamo ka mekgahlelo e fapaneng kahare ho naha le matjhabeng, e leng ho etsa Afrika Borwa e be setsi se hlahellang ka mahetla sa mebaraka bakeng sa maloko a nako e tlang. / Educational Studies / M. Ed. (Open and Distance Learning)