Insufficiency in literacy is seen as a worldwide problem. The scope of the problem is confirmed by the fact that the United Nations declared the years 2003–2012 as International Literacy Decade. Literacy is seen as a necessary skill – the cornerstone of human capital development – and a fundamental competency on which the mastering of all other skills depends. Fundamental skills such as reading, writing and numeric skills and technological literacy influence the economic prosperity of any country in different ways. The language and numeric skills of learners are declining, and employers are of the opinion that candidates applying for work do not have sufficient basic skills for available jobs. The above has led to the decision to focus in this study on the development of a teaching framework for the improvement of job access skills for Grade 10 Computer Applications Technology (CAT) learners. The concepts of “literacy” and “job access” are discussed in the literature review. Job access skills are anchored in literacy. An analysis of the Grade 10 CAT learning programme and work schedule was done to determine to which degree literacy skills are addressed in the assessment standards. A framework and an accompanying workbook were developed in this study to address the gaps that were identified during the analysis of the Grade 10 teaching and learning programme and work schedule. Various requirements and determinants for the development of a teaching framework were studied. These requirements and determinants were considered for the development of the suggested teaching framework. A workbook containing literacy tasks was used to improve literacy skills of learners and was used as the instrument for the implementation of the teaching framework. The empirical study being reported here was aimed at determining to which degree the use of the workbook that had been developed as the instrument for the integration of the teaching framework, contributed to the improvement of the learners’ literacy skills. During the qualitative study, it was revealed that the teachers at the schools participating in this study were very positive about the workbook, and also that they were of the opinion that it could contribute to the improvement of the literacy skills of the learners. A practical significant influence with a large effect regarding general literacy and a small effect on general numeracy were reported. The analysis of the quantitative data showed that completion of the learning tasks in the workbook does indeed have an influence on improving the literacy level of the learners, and it is thus recommended that literacy skills be integrated into the existing CAT learning programme. / PhD (Teaching and Learning), North-West University, Potchefstroom Campus, 2012

Abstract in Afrikaans and English / This study was initiated when the researcher became aware of the problem that learners from low socio-economic environments tend to experience barriers to learning in numeracy and literacy. These barriers were identified in a class of Grade 1 learners through extensive literature study, after which the development, teaching and learning of numeracy and literacy in grade 1 were investigated. The researcher then developed intervention programmes for literacy and numeracy, each running for a period of six weeks, in order to overcome learners’ difficulties in these learning areas. Each programme was subdivided into three shorter programmes of two weeks each, which addressed different aspects of literacy and numeracy. Each sub-programme was supplemented by a schedule of daily activities in order to reinforce learning. Learners’ competence in literacy and numeracy was assessed before starting the programme and re-assessed at the end, using the same tests they had done at the beginning. Learners’ marks in both sets of tests were compared, which demonstrated their progress or non-progress after having participated in the intervention programmes. / Inleidend tot die studie word ‘n uiteensetting gegee van hoe die navorser bewus geword het van die navorsingsprobleem, wat as volg gestel word: Die navorser is bewus daarvan dat leerders uit ‘n lae sosio-ekonomiese milieu gewoonlik struikelblokke in leeraktiwiteite in gesyferdheid en geletterdheid ervaar. Deur literatuurstudie is die struikelblokke wat graad 1-leerders in geletterdheid en gesyferdheid ondervind, geïdentifiseer. Vervolgens is die ontwikkeling, onderrig en leer van geletterdheid en gesyferdheid volledig uiteengesit en intervensieprogramme in geletterdheid en gesyferdheid saamgestel om leerders se struikelblokke tydens leeraktiwiteite te bowe te kom. Drie intervensieprogramme in geletterdheid en drie in gesyferdheid is saamgestel, wat elk vir twee weke gevolg is. Volledige skedules van daaglikse aktiwiteite wat by elke program uitgevoer is, is ook ingesluit. Leerders se bedrewenheid in geletterdheid en gesyferdheid is geassesseer voor daar met die programme begin is. Na afloop van die intervensieprogramme het leerders weer dieselfde toetse afgelê waardeur hulle vordering of nie-vordering bepaal kon word. Verskeie tabelle is saamgestel wat leerders se vordering aantoon. / Educational Studies / M. Ed. (Sielkundige Opvoedkunde)

Text in Afrikaans / Health care has typical challenges and stress factors as employees deal with people in a very personal manner. This exclusively client-centred environment requires special skills from employees if they wish to perform well. In addition to excellent interpersonal and stress management skills, they need to be able to handle their own and patients' emotions well. These skills can be referred to as emotional intelligence competencies. Emotional intelligence is a relatively new concept with many possibilities if applied correctly. This study involves 114 employees, their colleagues and supervisors in two health-care organisations. The 360° Emotional Competency Profiler was used together with the internal performance evaluation scores, and statistical techniques such as t-tests and discriminant analysis were utilized. It was found that certain emotional intelligence dimensions and work performance are related to a certain extent. However, other factors also need to be considered if one wants to make predictions in this regard. / Die gesondheidsorgomgewing het unieke uitdagings en stresfaktore omdat werknemers op 'n baie persoonlike vlak met mense werk. Die uitsluitlik klientgesentreerde omgewing verg spesiale vaardighede indien werknemers goed wil presteer. Buiten uitstekende interpersoonlike- en streshanteringsvaardighede, moet hulle ook in staat wees om hulle eie en huile pasiente se gevoelens te kan hanteer. Hierdie vaardighede kan na verwys word as emosionele intelligensievaardighede. Emosionele intelligensie is 'n relatief nuwe konsep wat baie toepassingsmoontlikhede het indien dit reg aangewend word. Hierdie studie betrek 114 beskikbare werknemers en hulle kollegas en toesighouers in twee gesondheidsorgorganisasies. Die 360° Emotional Competency Profiler is saam met die interne prestasie-beoordelingstellings gebruik en daar is gebruik gemaak van statistiese tegnieke soos f-toetse en diskriminantontleding. Daar is bevind dat sekere emosionele intelligensie dimensies in 'n sekere mate 'n onderlinge verband toon met werksprestasie. Ander faktore moet egter ook in ag geneem word indien mens 'n voorspelling in hierdie verband wil maak. / Industrial and Organisational Psychology / MCOM (Industrial and Organisational Psychology)

ABSTRACT The study aims at establishing whether Foundation Phase schooling provides a proper foundation for the promotion of scientific literacy. Natural Science in the Foundation Phase is understood as scientific knowledge, process skills, and values and attitudes, which together should foster scientific literacy. Influential perspectives on learning, and teaching methods appropriate to Natural Science education in the Foundation Phase, are reviewed, and the Natural Science Learning Area in the RNCS discussed in the context of global trends in curriculum development. Finally the findings of an empirical survey on the perceptions of Foundation Phase teachers with regard to Natural Science teaching and learning, are presented. Major findings include the following: (1) Scientific literacy is currently not a curriculum priority in the Foundation Phase, due mainly to meagre time allocation and lack of applicable Learning Outcomes. (2) Although teachers appear predominantly positive towards the Learning Area, significant shortcomings need to be addressed before Natural Science teaching in the Foundation Phase may claim to provide the required basis for promoting scientific literacy. OPSOMMING Die studie poog om vas te stel of Grondslagfase-onderrig `n geskikte basis lê vir die bevordering van wetenskaplike geletterdheid. Natuurwetenskappe in die Grondslagfase word beskou as `n kombinasie van wetenskaplike kennis, prosesvaardighede, en waardes en ingesteldhede, wat gesamentlik wetenskaplike geletterdheid ten doel het. Invloedryke perspektiewe op leer, en gepaste onderrigmetodes vir die effektiewe fasilitering van Natuurwetenskappe-onderrig in die Grondslagfase word onder die loep geneem voordat die Natuurwetenskappe-leerarea in die Hersiene Nasionale Kurrikulumverklaring bespreek word binne die konteks van wêreldwye neigings in kurrikulumontwikkeling. Laastens rapporterr die studie die bevindinge van `n empiriese ondersoek na die persepsies van Grondslagfase-onderwysers rakende Natuurwetenskaponderrig en -leer. Belangrike bevinding sluit in: (1) Die bevordering van wetenskaplike geletterdheid word nie as kurrikulumprioriteit in die Grondslagfase beskou word nie, soos blyk uit die karige toedeling van tyd en aantal leeruitkomste aan die Natuurwetenskappe-leerarea op hierdie vlak. (2) Alhoewel onderwysers se persepsies rakende Natuurwetenskaponderrig en -leer oorwegend positief blyk te wees, is daar ernstige tekortkominge wat aangespreek moet word voordat Natuurwetenskappe-onderrig in die Grondslagfase die vereiste grondslag sal kan lê vir die bevordering van wetenskaplike geletterdheid. / Educational Studies / M.Ed.

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

Text in Afrikaans / Health care has typical challenges and stress factors as employees deal with people in a very personal manner. This exclusively client-centred environment requires special skills from employees if they wish to perform well. In addition to excellent interpersonal and stress management skills, they need to be able to handle their own and patients' emotions well. These skills can be referred to as emotional intelligence competencies. Emotional intelligence is a relatively new concept with many possibilities if applied correctly. This study involves 114 employees, their colleagues and supervisors in two health-care organisations. The 360° Emotional Competency Profiler was used together with the internal performance evaluation scores, and statistical techniques such as t-tests and discriminant analysis were utilized. It was found that certain emotional intelligence dimensions and work performance are related to a certain extent. However, other factors also need to be considered if one wants to make predictions in this regard. / Die gesondheidsorgomgewing het unieke uitdagings en stresfaktore omdat werknemers op 'n baie persoonlike vlak met mense werk. Die uitsluitlik klientgesentreerde omgewing verg spesiale vaardighede indien werknemers goed wil presteer. Buiten uitstekende interpersoonlike- en streshanteringsvaardighede, moet hulle ook in staat wees om hulle eie en huile pasiente se gevoelens te kan hanteer. Hierdie vaardighede kan na verwys word as emosionele intelligensievaardighede. Emosionele intelligensie is 'n relatief nuwe konsep wat baie toepassingsmoontlikhede het indien dit reg aangewend word. Hierdie studie betrek 114 beskikbare werknemers en hulle kollegas en toesighouers in twee gesondheidsorgorganisasies. Die 360° Emotional Competency Profiler is saam met die interne prestasie-beoordelingstellings gebruik en daar is gebruik gemaak van statistiese tegnieke soos f-toetse en diskriminantontleding. Daar is bevind dat sekere emosionele intelligensie dimensies in 'n sekere mate 'n onderlinge verband toon met werksprestasie. Ander faktore moet egter ook in ag geneem word indien mens 'n voorspelling in hierdie verband wil maak. / Industrial and Organisational Psychology / MCOM (Industrial and Organisational Psychology)

ABSTRACT The study aims at establishing whether Foundation Phase schooling provides a proper foundation for the promotion of scientific literacy. Natural Science in the Foundation Phase is understood as scientific knowledge, process skills, and values and attitudes, which together should foster scientific literacy. Influential perspectives on learning, and teaching methods appropriate to Natural Science education in the Foundation Phase, are reviewed, and the Natural Science Learning Area in the RNCS discussed in the context of global trends in curriculum development. Finally the findings of an empirical survey on the perceptions of Foundation Phase teachers with regard to Natural Science teaching and learning, are presented. Major findings include the following: (1) Scientific literacy is currently not a curriculum priority in the Foundation Phase, due mainly to meagre time allocation and lack of applicable Learning Outcomes. (2) Although teachers appear predominantly positive towards the Learning Area, significant shortcomings need to be addressed before Natural Science teaching in the Foundation Phase may claim to provide the required basis for promoting scientific literacy. OPSOMMING Die studie poog om vas te stel of Grondslagfase-onderrig `n geskikte basis lê vir die bevordering van wetenskaplike geletterdheid. Natuurwetenskappe in die Grondslagfase word beskou as `n kombinasie van wetenskaplike kennis, prosesvaardighede, en waardes en ingesteldhede, wat gesamentlik wetenskaplike geletterdheid ten doel het. Invloedryke perspektiewe op leer, en gepaste onderrigmetodes vir die effektiewe fasilitering van Natuurwetenskappe-onderrig in die Grondslagfase word onder die loep geneem voordat die Natuurwetenskappe-leerarea in die Hersiene Nasionale Kurrikulumverklaring bespreek word binne die konteks van wêreldwye neigings in kurrikulumontwikkeling. Laastens rapporterr die studie die bevindinge van `n empiriese ondersoek na die persepsies van Grondslagfase-onderwysers rakende Natuurwetenskaponderrig en -leer. Belangrike bevinding sluit in: (1) Die bevordering van wetenskaplike geletterdheid word nie as kurrikulumprioriteit in die Grondslagfase beskou word nie, soos blyk uit die karige toedeling van tyd en aantal leeruitkomste aan die Natuurwetenskappe-leerarea op hierdie vlak. (2) Alhoewel onderwysers se persepsies rakende Natuurwetenskaponderrig en -leer oorwegend positief blyk te wees, is daar ernstige tekortkominge wat aangespreek moet word voordat Natuurwetenskappe-onderrig in die Grondslagfase die vereiste grondslag sal kan lê vir die bevordering van wetenskaplike geletterdheid. / Educational Studies / M.Ed.

AFRIKAANS: Visuele kommunikasie vorm die basis van ’n prakties-teologiese literatuurstudie, waar ondersoek gedoen word na die invloed van die massamedia en die populêre kunste op die kommunikasie-arbeid van die hedendaagse prediking. Naas die geskrewe en gesproke taal word in die betrokke studie vir ’n nuwe definiëring van taal gepleit: die visuele taal as selfstandige taalkode binne die homiletiek. Visuele taal is meer as blote literêre metafore wat die menslike verbeelding aangryp; eerder is dit die verskuiwing na ’n genre waar beeld as visuele metafoor die gelykwaardige funksie van die woord verrig. Sonder om die woord enigsins na ’n sekondêre posisie uit te skuif, word ’n pleidooi gelewer vir ‘n harmonieuse wisselwerking waar woord en beeld komplementerend op mekaar inwerk. Hierdie visuele taalkode sal in die prediking as legitieme preekstyl naas die oratoriese preekstyl aangeleer moet word, in wat in hierdie studie as visuele prediking bekend sal staan. In visuele prediking, waar beeldende prediking met multi-sensoriese prediking gekombineer word, word die visuele beeld die primêre kommunikasie-eenheid. In die betrokke studie is daar twee fokusse: <ul> <li>’n Prakties-teologiese fundering van hierdie nuwe visuele taal en veral visuele prediking binne ’n visueel-gedrewe konteks. </li> <li>Opstel van prakties-teologiese riglyne vir die implementering van visuele prediking binne die hedendaagse erediens. <bt></li></ul> ENGLISH: Visual communication forms the basis of a practical-theological literature study, where the influence of the mass media and the popular arts on the communication toil of present-day preaching is investigated. Alongside of the written and spoken language, this study is a plea for the new defining of language: the visual language as an independent language code within homiletics. Visual language is more than only literary metaphors which grips the human imagination; rather it is the shift to a genre where image as a visual metaphor performs an equally similar task to the word. Without moving the word to a secondary position, an argument is made for a harmonious interplay where word and image can work complementary to each other. This visual language code should be learned as a legitimate style of preaching besides the oratorical preaching style, which will be known in this study as visual preaching. In visual preaching, where image preaching and multi-sensory preaching are combined, the visual image will become the primary communication unit. In this study there are two focuses: <ul> <li>A Practical-theological foundation of this new visual language and especially visual preaching within a visual-driven context. </li> <li>A composition of practical-theological guidelines for the implementing of visual preaching within the present-day church service. <br></li></ul> Regarding the first focus of the study, theological reflection surrounding the understanding of the second commandment with regards to image within the liturgy and especially homiletics, as well as the dualistic perspective of the church in the past is done, while a theology of incarnation, creation, ‘Imago Dei’ and the Word is established in order to create a solid basis for visual preaching. Combined herewith, there is also a look at the influence of the visual media and communication on the visual generation, namely Generation X, Y and Z, with specific focus on the postmodern context in which these three generations function. Following this, a new practical-theological perspective on the human imagination, human emotion, human creativity, the visual narrator, transcendence, participation, multi-sensory communication and visual presentation opens the way for effective visual preaching. Regarding the second focus of the study, five categories surrounding visual images can be distinguished: graphic images – pictures, statues, artistic designs and photos; optical images – mirror images and light projections; perceptual images – sensory data, theatre props, illustrative aids; imaginary images – dreams, memories, ideas and imagination; verbal images – metaphors, analogies and narratives. For the purpose of this study the focus is mainly on the first category: graphic and visual images, also including visual presentations as it pertains to the performing arts like drama, dance and mime, as well as the usage of visual illustrations. In conclusion, practical guidelines accompanied by concrete sermons within the three categories of visual preaching as it is suggested in this study, namely the visual image sermon, which concentrates on visual images on a flat surface or screen, the visual presentation sermon, which accomodates visual methaphores as it is presented by the visual arts and illustrations on a stage in the liturgical area, and the visual imagination sermon, which interacts with the human imagination by the use of visual methaphorical language, are submitted. / Thesis (PhD)--University of Pretoria, 2010. / Practical Theology / unrestricted

Financial literacy continues to be a significant factor affecting small and medium enterprises (SMEs) in their ability to access finance worldwide. Both new and existing SMEs rely on external financing to grow and expand operations. However, financial literacy remains low among entrepreneurs, resulting in restricted access to finance which leads and contributes to the high failure rate of SMEs. The objective of the study is to determine whether a relationship exists between financial literacy and financial access among SMEs. This study followed a descriptive and quantitative research design. Primary data was gathered in a survey by means of self-administered questionnaires distributed to 397 entrepreneurs in the Ekurhuleni Metropolitan Municipality, Gauteng. The study revealed that entrepreneurs in Ekurhuleni did not fully understand basic financial concepts and thus portrayed low levels of financial knowledge. The study also indicated that access to finance was a major challenge for the majority of the SMEs in the municipality. Furthermore, the study established a positive relationship between financial literacy and financial access among SMEs in the municipality. Recommendations were provided to government, financial institutions, academic institutions and entrepreneurs suggesting measures that could be implemented in an effort to improve the levels of financial literacy and financial access among entrepreneurs. This study is the first to examine the financial literacy-financial access relationship among SMEs in Ekurhuleni Metropolitan Municipality and provides a benchmark for future research studies in this area. / Ukufundiswa ngezezimali kuqhubeke njalo kuba yisithikamezo esikhulu esithinta amabhizinisi amancane nalawo asakhasayo (SMEs) kwikhono lawo lokuthola izimali emhlabeni wonke. Zombili lezi zinhlobo zamabhizinisi akhona ama-(SMEs) encike phezu koxhaso lwezimali oluvela ngaphandle ukuze zihlume futhi zidlondlobalise imisebenzi yazo. Yize-kunjalo, izinga lokufundiswa ngezimali lihlala liphansi phakathi kosomabhizinisi, lokhu kudala ukutholakala kwezimali kube wumnqansa omkhulu, lokhu kusuke kuholele futhi kube nomthelela omkhulu ekudaleni izinga eliphezulu lokwehluleka kwama (SMEs). Inhloso enkulu yocwaningo wukuthola ukuthi ngabe ubudlelwano bukhona yini phakathi kokufundiswa ngezimali kanye kanye nokutholakala kwezimali phakathi kwamabhizinisi amancane nalawo asakhasayo (SMEs). Ucwaningo lulandela indlela yocwaningo echazayo kanye naleyo esebenzisa ulwazi. Idatha yokuqala yaqoqwa ngokwesaveyi ngokusebenzisa imibhalo yemibuzo yokuzenzela, eyasatshalaliswa kosomabhizinisi abakumasipali Ekurhuleni Metropolitan Municipality, eGauteng. Ucwaningo luveza ukuthi osomabhizinisi base-Ekurhuleni abazange bazwisise ngokugcwele amagama ezimali awulwazi oluyisisekelo kanti lokhu kwaveza amazinga aphansi olwazi lwezimali. Ucwaningo futhi luyaveza ukuthi ukutholakala kwezimali kwakuyinselelo enkulu kwiningi losomabhizinisi abancane nalabo abasakhasayo (SMEs) kumasipali. Ngaphezu kwalokho, ucwaningo luye lwancoma ukuthi kukhona ubudlelwano obuhle phakathi kokufundiswa ngezezimali kanye nokutholakala kwezimali phakathi kwamabhizinisi amancane nalawo asakhasayo (SMEs) ngaphakathi komasipali. Izincomo kanye nemihlahlandlela eqondiswe kuhulumeni, kumaziko ezezimali, kumaziko ezemfundo kanye nosomabhizinisi kuye kwanikezwa, kanti lokhu kungasetshenziswa kwimizamo yokuthuthukisa amazinga okufundiswa ngezimali phakathi kosomabhizinisi. Lolu wucwaningo lokuqala oluhlola ubudlelwano obumayelana nokufundiswa ngezimali kanye nokutholakala kwezimali phakathi kosomabhizinisi abancane nalabo abasakhasayo (SMEs) ngase-Ekurhuleni Metropolitan Municipality kanti futhi lolu cwaningo luye lwandlala isisekelo lapho ezinye izinhlelo zocwaningo zingaqhutshekiswa khona ngalesi sihloko / Die finansiële geletterdheid van klein en medium ondernemings (KMO’s) bepaal die mate waarin hulle toegang tot wêreldwye finansiering verkry. Sowel nuwe as bestaande KMO’s steun op finansiering om hulle werksaamhede uit te brei. Omrede min entrepreneurs finansieel ongeletterd is, geniet hulle beperkte toegang tot finansiering, en misluk KMO’s meestal. Die doel van hierdie studie is om vas te stel of daar ʼn verband tussen die finansiële geletterdheid van KMO’s en hulle toegang tot finansiering bestaan. ʼn Deskriptiewe en kwantitatiewe navorsingsontwerp is in hierdie studie gevolg. Die primêre data is ingewin met vraelyste wat deur 397 entrepreneurs in die Ekurhuleni Metropolitaanse Munisipaliteit in Gauteng ingevul is. Uit die studie het geblyk dat entrepreneurs in Ekurhuleni ʼn gebrekkige begrip van basiese finansiële begrippe het, en gevolglik oor weinig finansiële kennis beskik. Daar is bevind dat finansiering ʼn groot struikelblok vir die meeste KMO’s in die munisipaliteit is. Hierdie studie het vasgestel dat daar ʼn bepaalde verband tussen finansiële geletterdheid en finansiering onder die KMO’s in die munisipaliteit bestaan. Aanbevelings word gedoen om die finansiële geletterdheid en finansiering van entrepreneurs te verbeter. Hierdie riglyne is vir die regering, finansiële en akademiese instellings, en entrepreneurs bedoel. Aangesien dit die eerste ondersoek na die verband tussen finansiële geletterdheid en finansiering onder KMO’s in die Ekurhuleni Metropolitaanse Munisipaliteit is, stel hierdie studie ʼn standaard vir ander studies in hierdie streek. / Business Management / M. Com. (Business Management)