PhD (African Studies) / Department of African Studies / This study sought to investigate self-efficacy in vocational development of women in low socio-economic communities. The main aim of the study was to investigate the sociocontextual factors influencing self-efficacy of women. The objectives were fourfold: to examine the levels of self-efficacy of these women; to ascertain the extent to which selfefficacy influences vocational development of women and to propose a pragmatic women developmental model for acceleration of access to vocational development. The study utilised Self-Efficacy Theory (SET) as its theoretical frame-work which originated from Bandura’s (1986) Social Cognitive Theory (SCT). The study employed the qualitative phenomenological approach which is concerned about the everyday experiences of individuals and how human beings experienced a certain phenomenon. The population of the study comprised of women in low socio-economic communities, traditional leaders; Community leaders; health workers and religious leaders. The sample for this study was 60 participants. Data were collected through interviews; participant observation; and focus group discussions. The study recommended the pragmatic Partnership of the Family, Church and the Society (F.C.S) Women Developmental Mode. The model emphasizes the importance of teamwork between all the community structures to help in building up the confidence of women in low socio-economic communities. / NRF

The fundamental aim of education is to empower learners to succeed in their career path and, as such, the future of South African learners depends on the quality of decisions and the progress made by them in respect of their personal and career development needs. The focus of the study was on investigating the awareness of guidance and counselling in Ga-Rankuwa secondary schools, and explore factors influencing career choice. The total number of secondary schools that participated in the study were seven (7), and all public schools from the disadvantaged context, in the Tshwane West Education District. The study was a descriptive survey, and the target population consisted of 859 participants. The data were collected, using two questionnaires; namely the Career Development Questionnaire (CDQ), and the Selfstructured Questionnaire (SSQ). The Statistical Package for Social Sciences (SPSS) was used to generate data, which were used as descriptive statistics of frequency table, percentages and cross-tabulation to “raise awareness on the status of career guidance and counselling in GaRankuwa secondary schools” The findings of the study showed that career guidance and counselling was not effectively implemented in schools, and that inadequate career education was offered to learners during Life Orientation classes. From the findings, it was discovered that learners did not have the accurate, sufficient, informed and practical knowledge to help them make sound career decisions, and that learners’ levels of career maturity were very low. It was evident from the findings that age, gender, parents/guardians educational background did not have any significant influence on learners’ career choices. The researcher, therefore, recommends that Life-Orientation teachers be exposed to extensive career guidance and be offered training in career counselling, and that there should be adequate and accessible career guidance and counselling facilities for learners – and that career guidance strategies and policies should be reviewed. / Psychology / Ph. D. (Psychology)

M. Tech. (Department of Human Resource Management, Faculty of Management Sciences), Vaal University of Technology. / This study noted the implications of the absence of a strategic framework to manage the career mobility of employees with disabilities in the Gauteng-based, state-owned enterprise (SOE). In response to the limited research on career mobility of employees with disabilities (EwDs), the study aimed to investigate EwDs understanding of the phenomenon, identify its enablers and inhibitors, as well as propose a strategic framework for managing it. The study is significant for the inclusion of EwDs and contributing to employers achieving employment equity targets, as required of them by the Employment Equity Act (55 of 1998). In order to achieve the study’s objectives, an exploratory design was employed by conducting individual interviews with five purposively selected participants on junior management levels. A semi-structured interview schedule was developed and piloted with two champions who represent the interests of EwDs in disability forums within the SOE. Given the prevailing circumstances of the COVID-19 pandemic, the researcher collected the data online via Microsoft Teams (MS Teams). The data were analysed manually for emerging themes using Braun and Clarke’s six steps of data analysis. The study found that career mobility was understood by participants to include promotion (job change), succession planning and gainful employment supported by opportunities for skills transfer and reasonable accommodation. Factors identified as enablers of career mobility are training and career development, disability awareness and sensitisation, reasonable accommodation, social networks and benchmarking. Those factors perceived as inhibiting career mobility are mind-set, inaccessible training, lack of confidence and poor succession planning. Through conversations with the participants, the researcher identified critical components for the development of a strategic framework to enhance career mobility for EwDs as organisational diagnostics (input factor), enabling policies and support systems (process factors) and inclusion and career mobility evident in employment equity targets being met (outcomes) to manage career mobility of EwDs in the workplace. The main limitations of the study are that the results cannot be generalised to other settings without validation of the proposed strategic framework due to the sample size involved. It is recommended that future studies consider sensitivity regarding the prevailing circumstances around research during periods of pandemics and the use of language in the field of disability research. It is further recommended that employers consider implementing benchmarked disability awareness and sensitisation programmes to create a conducive environment for EwDs to achieve career mobility in the workplace. Lastly, employers should develop and implement programmes that will enhance mental health and well-being of EwDs and consider the establishment of empowered disability forums.

As unemployment is on the rise in developing economies as the result of a decline in the global economy during the past decade, increased attention is paid to entrepreneurship as generator of global economic growth. It has been noted that sustainable economic development cannot be achieved without entrepreneurship, nor can a country increase its gross domestic product and stock of wealth, or improve its citizens’ quality of life, if entrepreneurship is not increased. In order to increase the prospect of entrepreneurship in a country, it is necessary to introduce secondary school learners to entrepreneurship from the early grades, specifically the Grades 8 and 9 General Education and Training phase years. To stimulate learners’ interest in the subject, it is important to provide them with appropriate resources and textbooks, competent teachers and a well-structured curriculum. The knowledge and skills gained from studying entrepreneurship could influence learners’ future career choices. The unemployment rate in South Africa is high and 70 per cent of unemployed South Africans are youths. This percentage grows annually as learners exit the Further Education and Training (FET) phase. There is a dearth of literature on the attitudes of South African Business Studies learners in the FET phase towards entrepreneurship as a future career. Additionally, the role that entrepreneurship education plays in the potential career choices of Business Studies learners in the FET phase has not been explored extensively. Consequently this study attempted to explore the role of entrepreneurship education in influencing Business Studies learners in the FET phase in choosing entrepreneurship as a career. A qualitative case study research method was used to conduct the study. Three schools were identified and data were collected from them. The data-gathering methods employed were face-to-face, semi-structured interviews with Business Studies teachers; and focus group interviews with Business Studies learners in the three schools. The objective of the interviews was to determine the respondents’ views on the role that entrepreneurship education plays in learners’ career choices. The findings of the study indicate that teachers and learners strongly agree that entrepreneurship education plays a significant role in learners’ choice of entrepreneurship as a career. However, the respondents (both teachers and learners) highlighted challenges that could prevent learners from choosing entrepreneurship as a career. / Namate ʼn insinking in die wêreldekonomie die afgelope dekadewerkloosheid in ontwikkelende lande laat toeneem het, geniet entrepreneurskap as stimulus vir globale ekonomiese groei groter aandag. Dit is alombekend dat entrepreneurs noodsaaklik is vir volhoubare ekonomiese ontwikkeling. Sonder entrepreneurs kan geen ekonomie groei nie, kan geen land sy bruto binnelandse produk en rykdomreserwe vermeerdernie, en bly sy burgers se lewenstandaard onveranderd. Ten einde entrepreneurs te kweek, moet hoërskoolleerders reeds in Graad 8 en 9, in die jare van Algemene Onderwys en Opleiding (oftewel die AOO-fase), met entrepreneurskap kennis maak. Om hulle belangstelling te prikkel, isgeskikte hulpmiddels en handboeke, bevoegde onderwysers en ʼn behoorlik gestruktureerde kurrikulum noodsaaklik. Die kennis en vaardighede wat leerders in die studie van entrepreneurskap opdoen, kan hulle loopbaankeuse bepaal. Suid-Afrika het ʼn hoë werkloosheidsyfer en 70 persent van die land se werkloses is jongmense. Hierdie persentasie styg jaar na jaar namate leerders die fase vir Verdere Onderwys en Opleiding (VOO) voltooi. Daar is ʼn skaarste aan literatuur oor die vraagof Besigheidstudiein die VOO-fase Suid- Afrikaanse leerders se ingesteldheid jeens entrepreneurskapas loopbaan beïnvloed. Ook is die rol wat onderrig in entrepreneurskap in leerders se keuse van ʼn loopbaan speel, nog nie volledig ondersoek nie. Gevolglik poog hierdie studie om te bepaal of onderrig in entrepreneurskap Besigheidstudieleerders in die VOO-fase entrepreneurs van beroep laat word. ʼn Kwalitatiewe gevallestudie is as navorsingsmetode gebruik. Data is by drie skole ingesamel. By hierdie skole is deels gestruktureerde onderhoude van aangesig tot aangesig gevoer met Besigheidstudieonderwysers en fokusgroeponderhoude met Besigheidstudieleerders. Die doel van die onderhoude was om vas te stel of leerders van mening is dat onderrig in entrepreneurskap hulle loopbaankeuse bepaal. Volgens die bevindings van hierdie studie is onderwysers en leerders dit volkome eens dat onderrig ʼn bepalende rol in leerders se keuse van entrepreneurskap as loopbaan speel. Desnietemin het sowel onderwysers as leerders op uitdagings gewys wat verhoed dat leerders hierdie loopbaan volg. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of the study was to describe factors that influence black females to choose engineering as a career. It transpired from the literature study that enabling environment, gender of role models, self-efficacy and socialization are important factors in terms of causing and attracting females into the fields of science and engineering study. From the empirical study it came out clearly that family members, female role members, and confidence in mathematics and science were factors that caused the females in engineering group to choose it as a career. Findings also revealed that gender stereotypes did not deter them from choosing engineering and that they were content with their career choice. For the above factors to be addressed incentives exclusive to females should be launched by government so as to attract more females to the fields of science and engineering. Schools also need to pursue programmes that expose learners to these fields. / Educational Studies / M. Ed.

The purpose of this study is to describe trauma in the lives of social work students studying at Unisa South Africa. It explores how they describe trauma, what traumatic experiences they have gone through, the effect these experiences had on them, what they did to cope and how these experiences impacted their work as aspiring social workers. A case study was conducted with fourth-level students at Unisa South Africa. The theoretical framework adopted for the research was the person-centred approach. The research involved both focus group interviews and a survey. Both quantitative and qualitative data were generated. Descriptive statistics were used to create a profile of the participants. Qualitative data were analysed using a hermeneutic method. The perceptions of the participants were re-told by the researcher in the form of specific themes that emerged from the data. These themes were discussed and compared with the literature. Implications for the students’ work as social workers were discussed. The study accessed unique aspects of trauma that are grounded in the South African context. The description of trauma that emerged from the research created a new definition of the meaning of trauma. The research discusses the effects of trauma on the emerging professional self of the social work student. Recommendations are made that could be valuable to social work educators wishing to further the personal and professional growth of social work students. The research is also of value to those working with traumatised people. / Social Work / D .Litt. et Phil. (Social Work)

Although several studies have been conducted regarding sources of stress for teachers, as well as the coping resources deployed by teachers to manage stress, no studies were found which explored these constructs for teachers within different career stages. Similarly, several studies explored the sources of stress for teachers in different South African provinces, but no studies were found which explored stress or coping resources for teachers in Gauteng. This study aims to address this identified lack in research. Teaching ranks as one of the most stressful occupations, not only internationally, but also in South Africa and therefore, stress poses a threat to the quality of education in South Africa. This threat was recognised by the Gauteng Department of Education, and as a result, the goal to increase the wellness of teachers in Gauteng was set in the Annual Performance Plan of 2012/2013; making this study not only original, but also a necessity. High school teachers (n = 193) were selected from 23 high schools in Gauteng to participate in this study. The Sources of Work Stress Inventory (SWSI), the Coping Resource Inventory (CRI) and the Adult Career Concerns Inventory (ACCI) were used to measure sources of stress, coping resources and career stages, respectively. Pearson product correlations were analysed and significant relationships were found between different sources of work stress, coping resources and career stages. / Industrial & Organisational Psychology / M.Com. (Industrial and Organisational Psychology)

This study explored both the relationship between coping resources (as measured by the Coping Resources Inventory) and psychological career resources (as measured by the Psychological Career Resources Inventory) and also whether individuals from different gender and employment status groups (part-time work experience versus no work experience) differ significantly regarding their coping resources and psychological career resources. A cross-sectional survey design and quantitative statistical procedures were used to analyse the data which was obtained from a purposive non-probability sample of N = 197 early career unemployed, black graduates. The results showed significant positive associations between psychological career resources and coping resources. It also emerged that the male and female participants differed significantly with regard to their emotional, spiritual and physical coping resources and the psychological career resources of career harmonisers and career drivers. In addition, it was found that those participants who had part-time work experience displayed a significantly higher need for career venturing and also manifested higher behavioural adaptability than those who had no work experience. Recommendations for future research and practice were made. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

Summaries in Afrikaans and English / Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan. / Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens. / Psychology of Education / D. Ed. (Psychology of Education)

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))