Abstracts in English, Zulu and Afrikaans / The looming transition from the industrial era to the technologically driven knowledge era has implications for the practice of Knowledge Management (KM) for all organisations across various employment sectors. My awareness of the paucity of empirical accounts documenting how schools, particularly those situated in townships, apply KM exacerbated the need for a social inquiry to determine the extent to which the selected schools leverage KM in their operations. This study was conducted in three education circuits of Emalahleni, Mpumalanga Province, South Africa. The qualitative study to investigate KM application in township schools largely drew on the theoretical lenses of Wenger’s (1991) Communities of Practice (CoP), and Rodrigues and Pai’s (2005) Eight Dimensions of KM Enablers and Activators, supplemented by home-grown epistemologies of Ubuntu and Batho Pele Principles. Designed as a case study, the study employed semi-structured interviews to gather data. Responses were solicited from twenty participants comprising of teachers, Heads of Department (HODs), administrative clerks and principals in their varying capacities of knowledge work. Document analysis was done for purposes of triangulation. The study found that, despite a myriad of constraints, the selected schools apply KM sufficiently but not efficiently to meet their constitutional mandate of providing an educational service to learners. In two of the schools where principals practised laissez-faire and transactional leadership styles respectively, organisational cultures were characterised by one-way communication, limited knowledge sharing platforms, dissonance between subordinate staff and School Management Teams (SMTs). In the third school whose principal practised a democratic leadership style, the organisational climate was conducive for knowledge sharing and knowledge creation transactions among subordinate staff and the SMT. However, teachers of this school expressed the need to re-energise the formation of CoPs. In the midst of the cited constraints, personnel’s inclination to do their jobs and their adherence to the gazetted performance standards were found to be major propellants of KM application. The study also indicated that principals’ leadership determines the efficiency of KM application. The main recommendation thereof was that principals must begin to pay equal attention to the knowledge shared by both the subordinate staff and the SMT. / Ushintsho oluzinze kumontho wezezimboni kufikela kumnotho ozinse kwezobuqepheshe lunethmelela engagwemeki kwindlele izinkampani zikahulumeni kanye nezangasese zisebenzisa ngakhona izinhlelo zokuthulwa, zokwakhiwa kanye nokutholakala kolwazi mapheqelezi i Knowledge Management (KM). Ngemva kokuqaphela kwami ukuthi kunokwentula kolwazi olujulile ologxile kusayensi, mayelana nedlela izikole ikakhulukazi ezaseMalokishini zisebenzisa ngakhona i KM kuzinhlelo zazo zangemihla nge mihla; ngakho ke ngiye ngabona kungumqondo ophusile ukuba ngi phenye ngaloludaba. Ngiye ngagxila ukwazi kabanzi ngezikole ezintathu engizikhethile ngaphansi komnyango wezumfundo ehhovisini lasesigodini saseMalahleni esifindazweni saseMpumalanga eNingizimu Afrika. Loluphenyo oluzinze kwi qualitative method lisebenzise umbono ka Wenger (1991) owaziwa ngokuthi yi Communities of Practice (CoPs), kanye nombono ka Rodrigues and Pai (2005) obizwa nge Eight Dimensions of KM Enablers and Activators. Kanti futhi, Ubuntu ne Batho Pele, zasetshenziswa ukusekela lemibono emibili ephothulwiwe. Abasebenzi ababandakanyaka kulolu phenyo bangama shumi ambili emikhakheni ehlukahlukene ezikolweni njengo thisela nabaphathi babo, omabhalane kanye nabo thishanhloko. Ukuthola ubufakazi obungangabazeki ngiye nga qathanisa ulwazi oluphume kwimibono yabasebenzi nalena etholakale emaphepheni amumethe ulwazi mayelana nezinhlelo ze KM kuzo zontathu izikole. Ngaphandle kwezinselelo ezimbadlwana, akungabazekanga ukuba zontathu izikole zinazo izinhlelo ze KM. Futhi kuye kwabonakala ukuthi lezikole zihambisana nemiqathango yomthetho sisekelo wokuhlinzeka ngemfundo. Esikolweni sokuqala uthishanhloko wakhona utholakale esebenzisa ubuholi be-Leissez-faire. Kanti esikolweni sesibili uthishanhloko wakhona utholakale esebenzisa ubuholi be transactional. Kuzo zombili lezikole kusobala ukuthi kunezinselela ezinemithelela engamihle kahle ekwabiweni kolwazi kanye nase kusungulweni kwama qembu wokwakha ulwazi phakathi kwabasebenzi abangenazikhundla nalobo abanezikhundla. Abasebenzi abanganazikhundla ikakhulukazi othishela nabomabhalane baye bazwakalise isikhalo sabo sokungabandakanywa uma izinqumo zezinhlelo ze KM zithathwa. Kanti esikoweni sesithathu lapho uthishanhloko wakhona ebesebenzisa ubuholi bentando yeningi (noma i democratic leadership), kuye kwabonakala ngaphandle kwamathandabuzwa ukuthi abasebenzi abangenazikhundla kanye nabanazo, basebezisana ngokukhulu ukuhloniphana. Yigakho ke isimo salesi sikole sikulungele ukwakhiwa kanye nokwabelwana kolwazi phakathi kwabobonke abasebenzi. Yize noma izinhlelo eziningi ze KM zihamba ngomumu kulesisikole, kodwa othishela bakhona bayebanxusa ukuba kubuye kukhushulwe izinga lokusungula amaqembu wokwabelana nokwakhiwa kolwazi ngaphakathi kwabasebenzi. Kusobala ukuthi ikhono kanye nokuzimisle kwabasebezi emisebenzini yabo linemithelela ethize kwizinhlelo ze KM. Nobuholi bothishanhloko bunemithelela ethize ekuthuthukisweni kwezinhlelo ze KM. Othishanhloko bayacetshiswa ukuthi bamukele ngesasasa elikhulu imibono kwinhangothi zombili zabasebezi, bayeke ukubuka ulwazi oluphuma ohlangothini lwalabo abanezikhundla kuphela. / Die dreigende oorgang vanaf die industriële era na die tegnologies-gedrewe kennis era het implikasies vir die praktyk van Kennisbestuur vir alle organisasies oor verskeie indiensnemingsektore. My bewustheid van die stilte van empiriese rekeninge wat dokumenteer hoe skole, veral dié wat in townships geleë is, pas toe dat Kennis bestuur die behoefte aan 'n maatskaplike ondersoek vererger om die mate waarin die geselekteerde skole-hefboom Kennis bestuur in hul operasie gebruik, te bepaal. Hierdie studie is gedoen in drie bane van Emalahleni, Mpumalanga Provinsie, Suid-Afrika. Die kwalifitiewe studie om kennisbestuur in lokasie skole te ondersoek, het grootliks getrek op die teoretiese lense van Wenger se (1991) Gemeenskappe van Praktyk (CoP), en Rodrigues en Pai's (2005) Agt Dimensies van Kennisbestuur-instaatstellers en Aanwysers, aangevul deur tuisgroei-epistemologieë van Ubuntu en Batho Pele beginsels. Die studie het semi-gestruktureerde onderhoude gebruik om data in te samel. Reaksies is van twintig deelnemers in hulle wisselende vermoëns van kenniswerk versoek. Dokumentanalise is vir doeleindes van driehoeking gedoen. Ten spyte van 'n magdom beperkings het die studie bevind dat die gekose skool Kennisbestuur voldoende toepas, maar nie doeltreffend om hul grondwetlike mandaat te ontmoet om 'n opvoedkundige diens aan leerders te lewer nie. In twee van die skole waar skoolhoofde laissez-billike en transaksionele leierskapstyle onderskeidelik beoefen het, is organisatoriese kulture gekenmerk deur eenrigtingkommunikasie, beperkte kennisverdelingsplatforms, besluitneming tussen ondergeskikte personeel en skoolbestuurspanne (SMT's). In die derde skool wie se skoolhoof 'n demokratiese leierskapstyl beoefen het, was organisatoriese klimaat bevorderlik vir kennisverdeling en kennisskeppingstransaksies onder ondergeskikte personeel en die SMT. Te midde van die aangehaalde beperkings is personeel se neiging om hul nakoming van die prestasiestandaarde te doen, bevind dat groot skroewe van Kennisbestuur aansoek is. Die studie het ook aangedui dat skoolhoofde se leierskap die doeltreffendheid van Kennisbestuursaansoek bepaal. Die aanbeveling daarvan was dat skoolhoofde moet begin om die kennis wat kom uit lae arbeidsmag op dieselfde vlak te waardeer dat hulle die kennis wat van KMO's kom, waardeer. / Educational Management and Leadership / D. Phil. (Education Management)

Abstracts in English, Zulu and Afrikaans / Globally, Visitor Information Centres are increasingly recognised touchpoints contributing to the success of tourism destinations. In Gauteng, South Africa, their numbers continue to decline. The service level of these remaining VICs differ across and fall below expectation. Furthermore, most models of operation are obsolete, with these centres having minimal exposure to best practices. Limited research focuses on the supply side, namely the staffing and management of centres. The study focuses on Gauteng VICs and the best practices that could improve future effectiveness. An exploratory design was followed which commenced with a concise review of best practice literature, global case studies and examples on the operation of effective VICs. An empirical study then reported on the opinions of 25 VIC staff and eight managers from eight Gauteng VICs regarding the current situation and future needs. A two-tiered approach was used to gather data via two custom-designed surveys with Gauteng VIC staff and managers respectively. A snowball sample of 25 staff members and a purposive sample of eight key informants were obtained. Data were analysed quantitatively using SPSS and qualitatively using thematic content analysis; and presented in three parts. The literature, the findings and the researcher’s recommendations culminate in a best practice framework for Gauteng VICs. The framework advocates for an integration of traditional and new media services and platforms in the dissemination of tourism information based on the funding available to a particular VIC. It is envisaged that if managers implement the best practice framework, it could avert further decline in the number of VICs. Moreover, it could improve their effectiveness in meeting the needs of the technologically-savvy and the traditional visitor, thereby ushering the Gauteng VICs into the 21st century. / Emhlabeni jikelele, izikhungo zolwazi zabavakashi (VICs) ziya ngokuya ziqashelwa njengamaphuzu okuxhumana abamba iqhaza ekuphumeleleni kwezindawo zezokuvakasha. EGauteng, eNingizimu Afrika inani labo, liyaqhubeka ngokwehla. Amazinga okusebenza kwalokho kwama-VIC asele ahluka ezindaweni zonkana futhi awela ngezansi kokulindelekile. Ngaphezu kwalokho, izinhlobo eziningi zezifanekiso zomsebenzi azisetshenziswa, nalezo zikhungo nokuba nokubanakaliswa okuncane nemikhuba ephambili. Ucwaningo olulinganiselwe lugxile ohlangothini lokunikezela, okuyizikhungo zabasebenzi nokuphathwa. Lolu cwaningo lugxile kuma-VIC aseGauteng kanye nemikhuba ephambili engase ithuthukise ukusebenza ngokuzayo. Umklamo oyisibonelo walandelwa okuyinto eyaqala ngokubuyekeza okufingqiwe okuhamba phambili kwezincwadi, izifundo zomhlaba nezibonelo zokusebenza ngempumelelo kwama-VIC. Ucwaningo lomdlandla lwabika ngemibono yamalungu abasebenzi abangama -25 beVIC nabaphathi abayisishiyagalombili abavela kuma-VIC ayisishiyagalombili aseGauteng mayelana nesimo samanje kanye nezidingo esikhathini esizayo. Izindlela ezimbili zokuhlaziya zasetshenziswa ukuqoqa imininingwane ngokusebenzisa izinhlolovo ezimbili ezenziwe ngokwezifiso nabasebenzi be-VIC eGauteng nabaphathi ngokulandelana Isampula yokudluliselwa (snowball sampling) kwamalungu abasebenzi abangama-25 kanye nesampula yokwahlulela ekhethayo (purposive sampling) yabafundisi abamqoka abayisishiyagalombili yatholakala. Imininingwane yahlaziywa ngokufanelekile kusetshenziswa iSPSS (Statistical Package for the Social Sciences) futhi ngokufanelekile kusetshenziswa ukuhlaziywa kwezindikimba okuqukethwe futhi yethulwa izingxenye ezintathu. Imibhalo, okutholakele kanye neziphakamiso zomcwaningi zifinyelele emkhubeni ophezulu wohlaka lwama-VIC aseGauteng. Uhlaka lummela ukuhlanganiswa kwendabuko futhi ukusebenzisa kwezokwazisa ngezinkundla ekusabalalisweni kolwazi lwezokuvakasha kusekelwe ngokuxhaswa ngezimali okutholakala ku-VIC ethile. Kucatshangwa ukuthi uma abaphathi beqalisa umkhuba ophambili wohlaka, kungase kugweme ukwehla okwengeziwe kwenani lama-VIC. Ngaphezu kwalokho, kungase kuthuthukise ukuphumelela kwabo ekuhlangabezaneni nezidingo zobuchwepheshe zokwenza izinqumo ezinhle kanye nesivakashi sendabuko, kanjalo kubonise ama-VIC ku-21st Century. / Besoekersinligtingsentrums word wêreldwyd toenemend erken as kontakpunte (touchpoints) wat tot die sukses van toerismebestemmings bydra. Die aantal besoekersinligtingsentrums in Gauteng, Suid- Afrika, toon ’n afname. Die diensvlakke van die oorblywende sentrums verskil en voldoen nie aan verwagtinge nie. Die bedryfsmodelle van die meeste van hierdie besoekersinligtingsentrums is ook verouderd en die betrokke sentrums het minimale blootstelling aan beste praktyk. Beperkte navorsing fokus op die aanbodkant, dit wil sê, die personeelvoorsiening en bestuur van besoekersinligtingsentrums. Hierdie studie fokus op besoekersinligtingsentrums in Gauteng en die beste praktyke wat hulle doeltreffendheid in die toekoms kan verbeter. Die navorser het ’n verkenningsontwerp gebruik, beginnende met ’n bondige oorsig van literatuur oor beste praktyk, wêreldwye gevallestudies en voorbeelde van die werkswyse van doeltreffende besoekersinligtingsentrums. Die navorser het daarna in ’n empiriese studie verslag oor die menings van 25 personeellede van besoekersinligtingsentrums en 8 bestuurders van 8 besoekersinligtingsentrums in Gauteng rakende die huidige stand en toekomstige behoeftes van die sentrums gelewer. Die navorser het ’n tweevlakkige benadering gevolg om data in te win deur twee aangemete opnames te gebruik om data van onderskeidelik personeellede en bestuurders van besoekersinligtingsentrums in Gauteng te bekom. ’n Sneeubalsteekproef van 25 personeellede en ’n doelbewuste steekproef van 8 sleutelrespondente is bekom. Data is kwantitatief met behulp van die Statistical Package for the Social Sciences (SPSS) en kwalitatief deur middel van ’n tematiese inhoudsanalise ontleed en in drie dele aangebied. Die literatuur, die bevindings en die navorser se aanbevelings het op ’n raamwerk van bestek praktyk vir Gautengse besoekersinligtingsentrums uitgeloop. Ingevolge hierdie raamwerk moet tradisionele en nuwe mediadienste en -platforms geïntegreer word na gelang van die befondsing wat tot ’n bepaalde besoekersinligtingsentrum se beskikking is. Daar word voorsien dat indien sentrumbestuurders die bestepraktyk-raamwerk implementeer, dit ’n verdere afname in die aantal besoekersinligtingsentrums kan verhoed. Daarbenewens kan die raamwerk lei tot ’n verbetering in Gautengse besoekersinligtingsentrums se vermoë om in die behoeftes van beide tegnologies bedrewe en tradisionele besoekers te voorsien, en sodoende daartoe bydra dat die sentrums by die 21ste eeu aanpas. / Transport Economics, Logistics and Tourism / M. Com. (Tourism Management)

Text in English with summaries and keywords in English, Afrikaans and Zulu / Bibliography: leaves 294-314 / How does an organisation turn good results into great results? What makes one organisation good and another great? What defines high performance organisations? Which aspects within an organisation play vital roles into taking an organisation from good to great? Are some aspects more important than others, if so, which ones? These questions have been explored and researched over the years and various researchers have proposed different theories and models that impact high performance as well as definitions around high performance with mixed results. The general aim of this research was to develop and validate a High Performance Model for an IT organisation. The concept of high performance was explored in terms of how to define high performance, which high performance models and frameworks have been developed within the literature and what sustains high performance. These existing High Performance Organisation (HPO) models and frameworks were evaluated against an identified set of criteria to arrive at a definitive theoretical model of high performance. The theoretical HPO model was developed based on the evaluation of the literature reviews together with the existing HPO model of the participating IT organisation. The main purpose of the empirical research was to gather data by means of three questionnaires, over six years, which were used to statistically determine the organisational and behavioural constructs that influence High Performance in an IT organisation in South Africa. Furthermore, the researcher developed an empirical model to verify the theoretical model. A quantitative empirical research paradigm using the survey method was followed and explanatory and descriptive research was used in this study. An HPO questionnaire was developed and administered to employees. Over the six years and three questionnaire administrations, 3,451 employees participated. A new best fitting HPO model was postulated based on new constructs postulated in the factor analysis. The model indicated that Leadership, Knowledge Management – team, Strategic Focus as well as Job Satisfaction especially contributed to high performance within the participating organisation, as well as that strong relationships exist between the HPO factors. This research should contribute towards longitudinal studies on high performance as well as a comprehensive understanding of the factors that influence high performance, within South Africa but also globally. The new HPO model should assist organisations and practitioners in measuring high performance in any organisation after validation. With increased competition and globalisation organisations struggle to survive, this study can provide a roadmap for organisations to obtain and sustain high performance. / Hoe kan ‘n organisasie goeie resultate in uitnemende resultate verander? Wat maak een organisasie goed en ‘n ander een uitnemend? Hoe word hoë prestasie organisasies gedefinieer? Watter aspekte binne ‘n organisasie speel die belangrikste rol om die organisasie van goed na uitnemend te neem? Is sommige aspekte belangriker as ander, indien wel, watter? Hierdie vrae is al deur die jare heen ondersoek en nagevors. Verskeie navorsers het verskillende definisies, teorieë en modelle wat hoe prestasie beïnvloed word ontwikkel, met gemengde resultate. Die algemene doel van hierdie navorsing was om ‘n Hoë Prestasie (HP) Model vir ‘n IT organisasie te ontwikkel en te bekragtig. Die konsep van hoë prestasie word ondersoek, meer spesifiek, die definisie van hoë prestasie, watter hoë prestasie modelle en raamwerke al ontwikkel is in die literatuur en wat hou hoë prestasie in stand. Die bestaande HP modelle en raamwerke word ge-evalueer teen kriteria wat vooraf geïdentifiseer is om sodoende ‘n beslissende teoretiese model vir hoë prestasie te onwikkel. Die teoretiese HP model was ontwikkel op grond van literatuur evaluasies, tesame met die bestaande HP model van die deelnemende IT organisasie. Die hoofdoel van die empiriese navorsing was om data te versamel deur middel van drie vraelyste, oor ‘n tydperk van ses jaar, wat gebruik is om te bepaal watter organisasie- en gedragsveranderlikes beïnvloed hoë prestasie in die deelnemende Suid-Afrikaanse IT organisasie. Die navorser het ook ‘n empiriese model ontwikkel om die teoretiese model te verifieer. ‘n Kwantitatiewe empiriese navorsingsparadigma, insluitend die vraelysmetode, was gevolg in hierdie navorsingstudie, sowel as verklarende en bevestigende navorsing. ‘n HP vraelys was ontwikkel en geadministreer. Gedurende die ses jaar en drie vraelys administrasies, het 3,451 werknemers deelgeneem. ‘n Nuwe en beter-passende HP model word gepostuleer, gebaseer op nuwe konstrukte gepostuleer in die faktoranalise. Die model wys dat Leierskap, Kennisbestuur—span, Strategiese Fokus, asook Werksbevrediging—veral bydra tot hoë prestasie in die deelnemende organisasie en dat sterk verhoudings bestaan tussen dié HP faktore. Die navorsing behoort by te dra tot longutidinale studies van hoë prestasie, asook ‘n omvattende begrip van die faktore wat hoë prestasie beïnvloed, op globale vlak, maar ook binne die Suid-Afrikaanse konteks. Die nuwe HP model behoort organisasies en praktisyns te help om hoë prestasie te meet in enige IT organisasie, nadat bekragtiging gedoen is. Met toenemende kompetisie en globalisering, sukkel organisasies om kop bo water te hou, dus kan hierdie studie ‘n padkaart bied na die verkryging en handhawing van hoë prestasie. / Ngabe inhlangano ikwenza kanjani ukwenza ukusuka kwimiphumela emihle ibe nemiphumela yezinga eliphezulu kakhulu? Ngabe yini okwenza ukuthi inhlangano ethile ibe yinhle kanti enye ibe sezingeni eliphezulu kakhulu? Ngabe yini okuchaza inhlangano esebenza ngezinga eliphezulu kakhulu? Ngabe yiziphi izinto kwinhlangano ezidlala indima ebalulekile ekwenzeni ukuthi inhlangano isuke ezingeni elihle iye kweliphezulu kakhulu? Ngabe kukhona izinto ezibalulekile ukudlula ezinye, uma zikhona, ngabe yiziphi? Le mibuzo iye yacutshungulwa nokucwaningwa eminyakeni eminingi kanti abacwaningi abehlukene baphakamise amathiyori ehlukene kanye namamodeli athinta umphumela wezinga eliphezulu kanye nezincazelo ngokusebenza kwezinga eliphezulu, ngemiphumela ehlukene. Inhloso enabile yalolu cwaningo bekuwukwenza kanye nokuqinisekisa imodeli ye-high performance model (HPO) ngokwenhlangano ye-Information Technology (IT). Kuye kwahlolisiswa umbono wokusebenza ngezinga eliphezulu ngokulandela indlela yokuchaza ukusebenza ngezinga eliphezulu, nokuthi ngabe yiwaphi amamodeli okusebenza ngezinga eliphezulu nezinhlaka ezenziwe ngaphansi kwemibhalo, kanye nokuthi yini ukuqikelela ukuqhubeka kokusebenza ngezinga eliphezulu. Amamodeli akhona e-HPO kanye nezinhlaka zahlolwa ngaphansi kwama-criteria aboniwe akhona ukuze kufinyelelwe kwithiyori echazayo ngemodeli yokusebenza ngezinga eliphezulu. Ithiyori yemodeli ye-HPO yenziwe ngokulandela uhlolo lwemibhalo ebuyekeziwe kanye nokulandela imodeli ye-HPO ekhona kwinhlangano ye-IT ebingenele ucwaningo. Inhloso enkulu yocwaningo olunobufakazi bekuwukuqoqa idata ngokwenza uhla lwemibuzo emithathu, esikhathini seminyaka eyisithupha, kanti yasetshenziswa ukunquma ngezinto ezihlukene eziphathelene nenhlangano kanye nokuziphatha kwayo okunomthelela ekusebenzeni ngezinga eliphezulu kwinhlangano ye-IT eNingizimu Afrika. Kanti futhi, umcwaningi wenze imodeli yobufakazi ukuqinisekisa imodeli yethiyori. Kulandelwe ipharadayimi yocwaningo lwamanani ngokusebenzisa inqubo ye-survey kanye nocwaningo lwencazelo nengcaciso okusetshenziswe kulolu cwaningo. Kwenziwe uhla lwemibuzo yeHPO yasetshenziswa kubasebenzi. Eminyakeni eyisithupha kusetshenziwswe uhla oluthathu lwemibuzo, kubasebenzi ababambe iqhaza abangu 3, 451. Imodeli engcono kakhulu ye-HPO iye yasetshenziswa ngokulandela uhlelo olusha olwenziwe kwinqubo yohlaziyo. Imodeli ibonise ukuthi Ubuholi, kanye Nokuphathwa koLwazi – ithimba, Ukugxilisa kwinhloso ethile kanye Nokuneliseka Ngomsebenzi ikakhulukazi yikho okunomthelela ekusebenzeni ngezinga eliphezulu enhlanganweni ebamba iqhaza. Imiphumela ibonise nobudlelwane obukhulu obuqinile obukhona phakathi kwezinto eziphathelene ne-HPO, ikakhulukazi phakathi Kwenhlangano Yokuphathwa Kolwazi, okuhambelane kakhulu ngokuqinile nezinto ezinhlano kweziyisishagalolunye eziphathelene ne-HPO. Ucwaningo lungathela esivivaneni ekuqondisiseni okujulile kwizinto ezinomthelela ekusebenzeni ngezinga eliphezulu, kuwo wonke umhlaba kanye neNingizimu Afrika ngokwayo. Imodeli entsha ye-HPO ingasiza inhlangano kanye nabasebenzi ekukaleni ukusebenza ngezinga eliphezulu kunoma yiyiphi inhlangano ye-IT, ngemuva kokuqinisekiswa. Ngokukhula kokuqhudelana kanye ne-globalisation, izinhlangano zikuthola kunzima ukuqhubekela phambili, lolu cwaningo lungahlinzeka ngomhlahlandlela kwizinhlangano ukuthola indlela yokusebenza ngezinga eliphezulu nokugcina lezo zindlela zokusebenza ngezinga eliphezulu. / Industrial and Organisational Psychology / D. Phil. (Industrial and Organisational Psychology)

As rapid technological development constantly drives and reshapes the economy, it is vital for learners and teachers to be highly proficient in the use of Information and Communication Technology (ICT). The data collected revealed that the barriers to ICT integration can be viewed as deprivation to both teachers and learners, especially those with diverse disabilities and learning difficulties. ICT implementation is therefore more than just change driven by technology. It is an opportunity to assist everyone, including people from all income groups, policy-makers and leaders to support converging technologies to create a more inclusive and humane future. The research was designed as a case study. Face-to-face interviews were conducted, lesson observations were undertaken and qualitative questionnaires were administered as methods of data collection. The research population included principals and ICT teachers in the Manzini Region. The sample was made up of two principals and 13 teachers. The data was transcribed and presented as raw data and thereafter analysed thematically. The data collected was analysed qualitatively. The findings of the study were that the factors influencing ICT implementation in inclusive primary schools in Eswatini included a lack of skills and knowledge from teachers; the lack of teaching and learning time allocated to ICT; insufficient teaching and learning materials; a lack of motivation and an insufficient number of teachers. Other factors included the lack of support and collaboration from principals and the Government of Eswatini. In view of the above factors, some recommendations were made, namely, that the Ministry of Education should reintroduce ICT in all inclusive primary schools. The schools that offer ICT should consider increasing the time allocated for ICT and enhance Continuous Professional Development (CPD) for ICT teachers. They should also provide for learners with diverse disabilities and learning difficulties a variety of teaching materials such as assistive devices to enhance teaching and learning. / Njengaloku kutfutfuka ngekushesha kwetebuchwephesHe kuchubeka kucondzisa futsi kwakhA kabusha nemnotfo, kumcoka kutsi bothishela nebafundzi babe nelikhono leliphakeme lekusebentisa Lwatiso neKuchumana ngeTebuchwepheshe (i-ICT). Ledatha legcogciwe ivete kutsi tihibe tekuhlanganisa i-ICT tingabukwa njengekuncisha bothishela nebafundzi, ikakhulu kubafundzi labaphila nekukhubateka lokwehlukahlukene kanye nebulukhuni ekufundzeni. Kufezekiswa kwekusetjentiswa kwe-ICT ngako-ke kungetulu kwekutsi nje kuchutjwa ingucuko yetebuchwepheshe, kodvwa kulitfuba lekusita wonkhe umuntfu, lokufaka ekhatsi bantfu lababuya kuwo onkhe emacembu etemnotfo, labo lababhala tinchubomgmo nebaholi, kutsi basekele kuhlanganiswa kwetebuchwepheshe kute kudaleke likusasa lelifaka lonkhe luntfu. Lolucwaningo luhlelwe njengesifundvolucwaningo lwesehlakalo. Kubanjwe emainthaviyu buso nebuso, kwentiwa sifundvo sekucaphela kanye nemaphephambuto elizingasimo njengetindlela tekugcogca idatha. Linanibantfu lalolucwaningo lifaka ekhatsi bothishelanhloko kanye nabothishela labafundzisa i-ICT eSigodzini sakaManzini Eswatini. Lesamphuli yakhiwa bothishelanhloko lababili kanye nabothishela laba-13. Ledatha yabhalwa yetfulwa njengaloko injalo ingakahlutwa kwase kutsi-ke emva kwaloko yahlatiywa ngekwengcikitsi. Ledatha leyagcogcwa yahlatiywa ngekwelizingasimo. Lokutfolwe ngulesifundvolucwaningo kutsi timbangela letinemtselela ekufezekiseni kusetjentiswa kwe-ICT etikolweni temabanga laphansi letifaka wonkhe wonkhe Eswayini, kufaka ekhatsi kuswelakala kwemakhono nelwati kubothishela; sikhatsi sekufundzisa nekufundza lesinganeli lesiphakelwa kufundziswa kwe-ICT; ticukatsilwati tekufundzisa nekufundza letingakaneli; kubete umdlandla kanye nelinani lelingakaneli labothishela. Lenye imbangela kungabikhona kwekusekelwa nekuhlanganyela lokuvela kubothishelanhloko nakuhulumende weleSwatini. Ngekubuka letimbangela letingenhla, kwentiwe-ke letincomo letilandzelako: Litiko Letemfundvo kufanele kutsi liphindze letfule i-ICT kuto tonkhe tikolo temabanga laphansi letifundzisa wonkhe wonkhe, tikolo letifundzisa i-ICT kufanele kutsi tikubheke kwengetwa kwesikhatsi sekufundzisa i-ICT kanye nekwenta ncono Kutfutfukiswa Ngalokuchubekako Kwebungcweti (i-CPD) kubothishela labafundzisa i-ICT, kantsi futsi letikolo kufanele tinake nebafundzi labaphila nekukhubateka lokwahlukahlukene nebulukhuni bekufundza ngekutsi banikwe ticukatsilwati tekufundzisa letahlukahlukene njengetisetjentiswa tekusita kute kwentiwe ncono kufundzisa nekufundza. / Jaaka lebelo la tlhabololo ya thekenoloji le tswelela go tsamaisa le go bopa ikonomi sešwa, go botlhokwa gore barutwana le barutabana ba nne le bokgoni jo bo kwa godimo mo tirisong ya Thekenoloji ya Tshedimosetso le Tlhaeletsano (ICT). Data e e kokoantsweng e senotse gore dikgoreletsi tsa kgokaganyo ya ICT di ka bonwa e le tlhaelo mo barutabaneng le barutwaneng, bogolo segolo barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta. Ka jalo, tsenyotirisong ya ICT ga se fela diphetogo tse di tsamaisiwang ke thekenolooji; ke tšhono ya go thusa mongwe le mongwe, go akarediwa batho go tswa ka ditlhopheng tsotlhe tsa lotseno, badiradipholisi le baeteledipele, go tshegetsa dithekenoloji tse di kopanang go tlhama isago e e akaretsang e bile e le molemo. Patlisiso e rulagantswe jaaka thutopatlisiso e e lebelelang kgetsi. Go dirilwe dipotsolotso tsa namana, go nnile le kelotlhoko ya dithuto mme go dirisitswe dipampiripotsoloto tse di lebelelang mabaka jaaka mekgwa ya go kokoanya data. Setlhophasegolo sa patlisiso se akareditse bagokgo le barutabana ba ICT kwa Kgaolong ya Manzini kwa Eswatini. Sampole e ne e dirwa ke bagokgo ba le babedi le barutabana ba le 13. Data e ne ya gatisiwa mme ya tlhagisiwa e le data e e sa fetolwang mme morago ya lokololwa go ya ka meono. Data e e kokoantsweng e lokolotswe go ya ka mabaka. Diphitlhelelo tsa thutopatlisiso e nnile gore dintlha tse di tlhotlheletsang tsenyotirisong ya ICT mo dikolong tsa poraemari tse di akaretsang kwa Eswatini di akaretsa tlhaelo ya bokgoni le kitso mo ntlheng ya barutabana; nako e e sa lekanang ya go ruta le go ithuta e e rebolelwang ICT; dimatheriale tse di sa lekanang tsa go ruta le go ithuta; tlhaelo ya thotloetso le palo e e sa lekanang ya barutabana. Ntlha e nngwe e nnile tlhaelo ya tshegetso le tirisanommogo go tswa mo bagokgong le puso ya Eswatini. Ka ntlha ya dintlha tse di fa godimo, go dirilwe dikatlenegiso tse di latelang: Lefapha la Thuto le tshwanetse go itsese sešwa ICT mo dikolong tsotlhe tsa poraemari tse di akaretsang, dikolo tse di tlamelang ka ICT di tshwanetse go akanya ka go oketsa nako e e rebolelwang ICT le go tokafatsa Tlhabololo e e Tswelelang pele ya Seporofešenale (CPD) ya barutabana ba ICT, mme dikolo tseno di tshwanetse gape go akanyetsa barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta ka go ba tlamela ka dimatheriale tse di farologaneng tsa go ithuta di tshwana le didiriswa tse di thusang go tokafatsa go ruta le go ithuta. / Njengoba intuthuko yezobuchwepheshe esheshayo iqhubeka nokugqugquzela nokwakha kabusha umnotho, kubalulekile ukuthi abafundi nothisha babe nekhono eliphezulu ekusebenziseni Ulwazi Lwezobuchwepheshe Kwezokuxhumana. Imininingwane eqoqiwe iveze ukuthi izithiyo ekuhlanganisweni zoLwazi Lwezobuchwepheshe Kwezokuxhumana zingabhekwa njengokuncishwa amathiba kothisha nabafundi, ikakhulukazi abafundi abanokukhubazeka okuhlukahlukene nobunzima bokufunda. Ukuqaliswa koLwazi Lwezobuchwepheshe Kwezokuxhumana kungaphezu nje koshintsho oluqhutshwa ezobuchwepheshe; kuyithuba lokusiza wonke umuntu, kufaka phakathi abantu abavela kuyo yonke imikhakha yabaholayo, abenza izinqubomgomo kanye nabaholi, ukusekela ubuchwepheshe obuhlanganayo ukudala ikusasa eliyinhlanganisela futhi elinobuntu. Ucwaningo lwakhiwe njengesifundo esiwucwaningo lwesigameko. Kwenziwa inhlolokhono noma zingxoxo ubuso nobuso, kwenziwa ukubhekwa kwezifundo futhi kwenziwa nemibuzo esezingeni elifanele njengezindlela zokuqoqa imininingwane. Abantu abafakwe ocwaningweni babandakanya othishanhloko kanye nothisha boLwazi Lwezobuchwepheshe Kwezokuxhumana esifundeni saseManzini eSwatini. Isampula yayenziwe kothishanhloko ababili nothisha abayi-13. Idatha yabhalwa futhi yethulwa njengedatha engahlungiwe futhi ngemuva kwalokho yahlaziywa ngokulandelana. Imininingwane eqoqiwe yahlaziywa ngokufanele. Okutholakele kulolu cwaningo ngukuthi izinto ezinomthelela ekusebenzeni koLwazi Lwezobuchwepheshe Kwezokuxhumana ezikoleni zamabanga aphansi ezibandakanya bonke abantu eSwatini zibandakanya ukuntuleka kwamakhono nolwazi kothisha; isikhathi esinganele sokufundisa nokufunda esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana izinto zokufundisa nokufunda ezinganele; ukungabi nogqozi kanye nenani elinganele lothisha. Enye yezimbangela ukungabikho kokwesekwa nokusebenzisana kothishanhloko nohulumeni wase-Eswatini. Ngenxa yalezi zinto ezingenhla, kwenziwa izincomo ezilandelayo: uMnyango Wezemfundo kufanele uphinde ufake uLwazi Lwezobuchwepheshe Kwezokuxhumana kuzo zonke izikole zamabanga aphansi ezibandakanyekayo, izikole ezifundisa uLwazi Lwezobuchwepheshe Kwezokuxhumana kufanele zicabangele ukukhulisa isikhathi sokufundisa esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana futhi zithuthukise Ukuthuthukiswa Okuqhubekayo Kwezobuchwepheshe kothisha boLwazi Lwezobuchwepheshe Kwezokuxhumana, futhi lezi zikole kufanele futhi zihlinzeke izitshudeni ezinokukhubazeka okuhlukahlukene nobunzima bokufunda ngendlela yezinhlobonhlobo zezinto zokufundisa ezinjengamathuluzi okusiza ukuthuthukisa ukufundisa nokufunda. / M. Ed. (Inclusive Education)