DOCSLIB.ORG

Voicing the Educational Experiences of Out-Of-School Youth in Eswatini

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Voicing the Educational Experiences of Out-Of-School Youth in Eswatini Voicing the educational experiences of out-of-school youth in Eswatini By Tibekile Ainethah Manana Thesis presented for the degree of Doctor of Philosophy in the School of Education University of KwaZulu-Natal Pietermaritzburg 2018 “The youth of Eswatini are the nation’s most valuable asset. It is their energy and ideas that will drive the country’s development. In that regard the voice of the youth is important. As a country we need to take into consideration their concerns and give them a stake in the future of the Kingdom of Eswatini.” The Prime Minister of Eswatini1: Dr Barnabas Sibusiso Dlamini (Oppenheimer et al., p. 8) 1 His Majesty King Mswati III officially changed the country’s name from Swaziland to Eswatini on the 19th April 2018. When referring to people it is now; Liswati-singular, Emaswati-Plural. ii ABSTRACT The minimal or non-involvement of out-of-school youths in educational policies meant to address their issues, contributes to the failure of some interventions. The educational experiences and perspectives of out-of-school youths have been ignored in favour of statistical data. This has contributed to some out-of-school youths being categorized as not in education, employment or training (NEETs) in Eswatini. By focusing on out-of-school youths aged 15 – 24 years, this thesis attempts to give voice to their educational experiences and explores NEETs’ contributions as co-researchers to the process of conducting the study. Using a narrative inquiry approach and life history design within an interpretivist paradigm, this study set out to interpret, analyse and theorise out-of- school youths’ educational experiences. The youths’ experiences serve as the unit of analysis. Methods of data collection including photo voice, interviews, focus group discussions and journal writing research methods provided the opportunity for meaning making and an in- depth understanding of the NEETs experiences, what contributed to them becoming NEETs and how co-researching contributed to the study. Using theoretical lenses from Illeris’ theory of learning, the lifespan development psychological theory and social capital within the lifelong learning approach, the study found that the NEET concept is influenced by neoliberalism. A young person is a ‘Not’ in relation to modern formal learning aspects but might be richly endowed in relation to traditional informal learning and employment. Structural barriers such as family backgrounds expose youths to a life of poverty which impacts negatively on the youths’ educational access and completion, access to scarce jobs and social connections. Informal learning, particularly in poverty and when faced with economic crises was valued by participants. Even though the skills and values acquired informally have been stigmatised and less favoured compared to those acquired formally, out-of-school youths used them as a iii means of livelihood. The engagement of informally acquired skills demonstrate the NEETs’ need for more opportunities in their trajectory to the world of work, recognition as agents of change within their families, communities and even nationally, and their need for social support. The study proposes the FILLL framework to understand out-of-school youths learning experiences as an alternative to the reductive NEET category. FILLL comprises Family and community involvement (F), social Insertedness (I); Learning (L) not only as lifelong but also as life-wide and life-deep; Livelihoods (L) including informal activities; and Legacies (L) that people inherit, learn and renew from those who had come before. iv DECLARATION I, Tibekile Ainethah Manana, declare that: 1. The research reported in this thesis, except where otherwise indicated, is my original research. 2. This thesis has not been submitted for any degree or examination at any other university. 3. This thesis does not contain other persons’ data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. 4. This thesis does not contain other persons' writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a. Their words have been re-written but the general information attributed to them has been referenced. b. Where their exact words have been used, then their writing has been indented or placed inside quotation marks and referenced. 5. This thesis does not contain text, graphics or tables copied and pasted from the Internet, unless specifically acknowledged, and the source being detailed in the thesis and in the References sections. _____________ Student Signature _____________ Date __Prof Peter Rule__ Name of Supervisor _______________ Signature v ACKNOWLEDGEMENTS I would like to extend my heartfelt appreciation to the following: First of all my God Almighty for giving me power, wisdom and surrounding me with people I needed to start and complete this thesis. Mrs Helen Mhlanga, who demonstrated unconditional love and trust by not only sharing but also providing guidance in accessing the opportunity that was available to pursue this study with the University of KwaZulu-Natal. Professor Peter Rule, for his professional guidance and patience in this academic journey. I have learnt a lot from his constructive and academically challenging comments. The co-researchers, for agreeing to be part of this study and setting aside their time for the series of focus group discussions and collecting data from their peers. Most importantly I appreciate the fact that they agreed to share their educational experiences through life stories. They allowed us, as readers, to invade their personal space and lives. The KZN Language Institute, whose staff devoted their time and analytical skills to edit the thesis. Ms Lindelwa Silindile Nquku for the back and forth communication as we developed illustrations that we felt would best assist the reader to understand the arguments presented by this thesis. Thank you for your patience. My Husband, Shesi Vusumuzi, and three children, Cusilakhe, Sifundzile and Setsabile, who played different roles in seeing this work through. They were proof readers, bouncing boards, and a source of encouragement when I felt like giving up. My Christian friends and family for their prayers, support and encouragement. I know without their prayers I would not have completed the thesis. My parents were continuously the source of inspiration in achieving the best in all I do. The way my parents usually proudly share their children and grandchildren professions made me to keep on working hard and not disappoint them. To all my siblings, I thank each one of them (nine) and their families for their continued and uniquely expressed contribution to who I am today. vi ABBREVIATIONS/ACRONYMS AIK – African Indigenous Knowledge DESD – Decade of Education for Sustainable Development (DESD) EFA Goals – Education For All EMIS – Education Management Information System EGCSE – Swaziland General Education Certificate in Secondary Education EPC – Eswatini Primary Certificate FILLL – Family involvement, Insertedness, Learning, Livelihoods and Legacies FPE – Free Primary Education ILO – International Labour Organization IMF – International Monetary Fund MDG – Millennium Development Goals MOE&T – Ministry of Education and Training NDS – National Development Strategy NEET – Not in Education, Employment and Training NETIP – National Education and Training Implementation Plan NFE – Non-formal Education NPE – Non-formal Primary Education OVC – Orphans and Vulnerable Children PRSAP – Poverty Reduction Strategy and Action Plan SPSS – Statistical Package for Social Sciences REC – Rural Education Centres SACU – Southern Africa Customs Union vii SDG – Sustainable Development Goals SESP – Swaziland Education Sector Policy SESSP – Swaziland Education Sector Strategic Plan SNI – Sebenta National Institute UNESCO – United Nations Education Science and Cultural Organization UNFPA – United Nations Population Fund UNICEF – United Nations Children Education Fund WTO – World Trade Organization viii TABLE OF CONTENTS ABSTRACT ............................................................................................................................. iii DECLARATION ...................................................................................................................... v ACKNOWLEDGEMENTS .................................................................................................... vi ABBREVIATIONS/ACRONYMS ........................................................................................ vii TABLE OF CONTENTS ........................................................................................................ ix LIST OF TABLES ................................................................................................................ xvi LIST OF FIGURES ............................................................................................................. xvii CHAPTER ONE: INTRODUCTION TO THE STUDY...................................................... 1 1.1 Introduction ...................................................................................................................... 1 1.1.1 Statement of the problem ........................................................................................... 2 1.1.2 Focus and purpose of study........................................................................................ 4 1.1.3 Research questions ....................................................................................................
Load more

Recommended publications
  • Net Zero by 2050 a Roadmap for the Global Energy Sector Net Zero by 2050
    Net Zero by 2050 A Roadmap for the Global Energy Sector Net Zero by 2050 A Roadmap for the Global Energy Sector Net Zero by 2050 Interactive iea.li/nzeroadmap Net Zero by 2050 Data iea.li/nzedata INTERNATIONAL ENERGY AGENCY The IEA examines the IEA member IEA association full spectrum countries: countries: of energy issues including oil, gas and Australia Brazil coal supply and Austria China demand, renewable Belgium India energy technologies, Canada Indonesia electricity markets, Czech Republic Morocco energy efficiency, Denmark Singapore access to energy, Estonia South Africa demand side Finland Thailand management and France much more. Through Germany its work, the IEA Greece advocates policies Hungary that will enhance the Ireland reliability, affordability Italy and sustainability of Japan energy in its Korea 30 member Luxembourg countries, Mexico 8 association Netherlands countries and New Zealand beyond. Norway Poland Portugal Slovak Republic Spain Sweden Please note that this publication is subject to Switzerland specific restrictions that limit Turkey its use and distribution. The United Kingdom terms and conditions are available online at United States www.iea.org/t&c/ This publication and any The European map included herein are without prejudice to the Commission also status of or sovereignty over participates in the any territory, to the work of the IEA delimitation of international frontiers and boundaries and to the name of any territory, city or area. Source: IEA. All rights reserved. International Energy Agency Website: www.iea.org Foreword We are approaching a decisive moment for international efforts to tackle the climate crisis – a great challenge of our times.
    [Show full text]
  • Rural Young Children with Disabilities: Education, Challenges, and Opportunities
    International Journal on Studies in Education Volume 2, Issue 2, 2020 ISSN: 2690-7909 Rural Young Children with Disabilities: Education, Challenges, and Opportunities Novuyo Nkomo, Department of Early Childhood Care & Development, Southern Africa Nazarene University, Eswatini Adiele Dube Department of Health Education, Southern Africa Nazarene University, Eswatini, [email protected] Donna Marucchi Department of Early Childhood Care & Development, Southern Africa Nazarene University, Eswatini Abstract: The plight of young children with disabilities who live in rural communities remains unsolved issue in many developing countries. Culturally, many people have negative beliefs regarding the causes of disabilities. Disability may be associated with punishment by gods, ancestral spirits resulting from mother‟s promiscuity during pregnancy, witchcraft, or evil spirits. This article focuses on challenges and opportunities of young children with disabilities who live in the rural communities of Eswatini and Zimbabwe, and related to accessing early childhood development (ECD) education services. Lessons drawn between the two countries reveal that in Eswatini, the Disability Unit which caters for disability issues is under the Social Welfare Department and is accommodated in the Deputy Prime Minister‟s Office. In Zimbabwe, Chikwature, Oyedele and Ntini (2016) noted that an inclusive education policy is still yet to be drafted. Disability issues are still not fully represented constitutionally. Using the social exclusion theory enabled the researcher to determine how deeply rooted social exclusion is in the attitudes of teachers and rural communities. Using interviews and focus group discussions, 30 parents/caregivers for children with disabilities, aged 4 to 5 years, were purposively sampled for study. Results showed that the failure of these children to access ECD services in the community impacts negatively on their holistic development.
    [Show full text]
  • Educated. Empowered. Unleashed
    YOUNG AFRICA: Educated. Empowered. Unleashed. 6th -14th July 2019 tents About United World Colleges 3 About Waterford Kamhlaba United World College of Southern Africa 4 Welcome to UWC Africa week 2019 5 Past UWC Africa Week Speakers 7 Schedule of events 9 Tin Bucket Drum – The Musical 11 Past UWC Africa Week events in pictures 16 Con 2 About United World Colleges 3 About United World Colleges About Waterford Kamhlaba United World College of Southern Africa 4 nited World Colleges (UWC), is a global Today, over 9,500 students from over 150 countries Welcome to UWC Africa week 2019 5 education movement that makes education are studying on one of the UWC campuses. Over Past UWC Africa Week Speakers 7 Ua force to unite people, nations and cultures 65% of UWC students in their final two years receive Schedule of events 9 for peace and a sustainable future. It comprises a a full or partial scholarship, enabling admission to a network of 18 international schools and colleges UWC school to be independent of socio-economic Tin Bucket Drum – The Musical 11 on four continents, short courses and a system means. of volunteer-run national committees in 159 Past UWC Africa Week events in pictures 16 Since the foundation of the first UWC college in countries. 1962, UWC has inspired a network of more than UWC offers a challenging educational experience 60,000 alumni worldwide, who remain engaged to a deliberately diverse group of students and with the UWC movement and committed to places a high value on experiential learning, contribute to a more equitable and peaceful world.
    [Show full text]
  • Non-DOD Version INFORMATION ONLY – DO NOT USE to REPORT NSF Federal R&D Funds Survey (Non-DOD Version) – Volume 70 (Fys 2020–21)
    INFORMATION ONLY – DO NOT USE TO REPORT NSF Survey of Federal Funds for Research and Development Volume 70 (FYs 2020–21) Non-DOD version INFORMATION ONLY – DO NOT USE TO REPORT NSF Federal R&D Funds Survey (non-DOD version) – Volume 70 (FYs 2020–21) Instructions Data Collection Authority and Uses The legislation that established the National Science Foundation Act of 1950 (42 U.S. Code. 1862, P.L. 87-835) requires that NSF “…provide a central clearinghouse for the collection, interpretation, and analysis of data on scientific and engineering resources, and to provide a source of information for policy formulation by other agencies of the Federal Government...” This mandate was further codified in the America COMPETES Reauthorization Act of 2010 §505, which requires NSF’s National Center for Science & Engineering Statistics to “collect, acquire, analyze, report, and disseminate… statistical data on (A) research and development trends…” The annual Survey of Federal Funds for Research and Development (Federal Funds Survey) is the primary source of information about federal funding for R&D in the United States. The results of the survey are also used in the calculation of Gross Domestic Product, for analysis in public policy and science policy, and for budget purposes of four federal programs: Federal Laboratory Consortium for Technology Transfer, Small Business Innovation Research (SBIR), Small Business Technology Transfer (STTR), and Established Program to Stimulate Competitive Research (EPSCoR). The survey is sponsored by the National Center for Science and Engineering Statistics (NCSES) within the National Science Foundation (NSF). Before You Start In FYs 2020 and 2021, a series of supplemental appropriations bills were passed, starting in March 2020, in response to the COVID-19 pandemic: the Coronavirus Preparedness and Response Supplemental Appropriations Act, 2020 (H.R.
    [Show full text]
  • The Relationship Between MNE Tax Haven Use and FDI Into Developing Economies Characterized by Capital Flight
    1 The relationship between MNE tax haven use and FDI into developing economies characterized by capital flight By Ali Ahmed, Chris Jones and Yama Temouri* The use of tax havens by multinationals is a pervasive activity in international business. However, we know little about the complementary relationship between tax haven use and foreign direct investment (FDI) in the developing world. Drawing on internalization theory, we develop a conceptual framework that explores this relationship and allows us to contribute to the literature on the determinants of tax haven use by developed-country multinationals. Using a large, firm-level data set, we test the model and find a strong positive association between tax haven use and FDI into countries characterized by low economic development and extreme levels of capital flight. This paper contributes to the literature by adding an important dimension to our understanding of the motives for which MNEs invest in tax havens and has important policy implications at both the domestic and the international level. Keywords: capital flight, economic development, institutions, tax havens, wealth extraction 1. Introduction Multinational enterprises (MNEs) from the developed world own different types of subsidiaries in increasingly complex networks across the globe. Some of the foreign host locations are characterized by light-touch regulation and secrecy, as well as low tax rates on financial capital. These so-called tax havens have received widespread media attention in recent years. In this paper, we explore the relationship between tax haven use and foreign direct investment (FDI) in developing countries, which are often characterized by weak institutions, market imperfections and a propensity for significant capital flight.
    [Show full text]
  • Chapter 1: Orientation of the Study
    SOCIAL COHESION IN SCHOOL CHOIR COMPETITIONS: THE EXPERIENCES OF CONDUCTORS AND ADJUDICATORS by OREEDITSE PATRICK MASUELELE A thesis in partial fulfilment of the requirement of the degree of DOCTOR OF PHILOSOPHY in the Department of Humanities Education Faculty of Education University of Pretoria 2020 Supervisor: Dr Riekie van Aswegen Co-supervisor: Prof. Johan Wassermann © University of Pretoria Declaration I declare that the thesis, which I hereby submit for the degree Doctor of Philosophy at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution”. ............................................................. Oreeditse Patrick Masuelele 3 November 2020 ii © University of Pretoria Ethics clearance certificate iii © University of Pretoria Ethics statement “The author, whose name appears on the title page of this thesis, has obtained, for the research described in this work, the applicable research ethics approval. The author declares that he/she has observed the ethical standards required in terms of the University of Pretoria’s code of ethics for researchers and the policy guidelines for responsible research”. iv © University of Pretoria Language editor certificate MJ de Jager Translator and text editor Cell: 083 455 3723 Address: 9 Tiger Road Monument Park 0181 PRETORIA E-mail: [email protected] To whom it may concern This is to confirm that I, MJ de Jager, completed the language and technical editing of the thesis, “Social cohesion in school choir competitions: the experiences of conductors and adjudicators”, by Mr Oreeditse Patrick Masuelele. The onus was on the author to attend to all my suggested changes and comments.
    [Show full text]
  • Download File
    KINGDOM OF ESWATINI STANDARDS FOR INCLUSIVE EDUCATION SPECIAL EDUCATION NEEDS UNIT, MINISTRY OF EDUCATION AND TRAINING FINANCIAL REPORT 2019 Design and layout: www.itldesign.co.za Copyright: Eswatini Ministry of Education and Training. Publication year: 2019 CONTENTS FOREWORD ................................................................................................. IV INTRODUCTION ............................................................................................1 What is ‘Inclusive Education’? .................................................................1 Inclusive Education in Eswatini ...............................................................2 STANDARDS FOR INCLUSIVE EDUCATION IN ESWATINI ........................4 WHO IS THIS DOCUMENT FOR? ................................................................5 STANDARDS AND INDICATORS ..................................................................6 Standard 1: Leadership and management ............................................6 Standard 2: Planning and budgeting for inclusion ............................. 10 Standard 3: School accessibility .......................................................... 11 Standard 4: Support for special needs and disabilities .....................12 Standard 5: Support for potential dropouts and repeaters ...............14 Standard 6: Curriculum, assessment and language ..........................15 Standard 7: Quality teaching and staff development .........................17 Standard 8: Health and Safety ............................................................18
    [Show full text]
  • Unhcr > Global Trends 2018
    2018 IN REVIEW Trends at a Glance The global population of forcibly displaced increased by 2.3 million people in 2018. By the end of the year, almost 70.8 million individuals were forcibly displaced worldwide as a result of persecution, conflict, violence, or human rights violations. As a result, the world’s forcibly displaced population remained yet again at a record high. MILLION FORCIBLY as a result of persecution, DISplacED 70.8 WORLDwiDE conflict, violence, or human rights violations at end-2018 25.9 million refugees 20.4 million refugees under UNHCR’s mandate 5.5 million Palestine refugees under UNRWA’s mandate 41.3 million internally displaced people1 3.5 million asylum-seekers 37,000 13.6 MILLION NEW DISPLACEMENTS NEWLY DISPLACED EVERY Day 4 IN 5 An estimated 13.6 million people The number of new displacements Nearly 4 out of every 5 refugees were newly displaced due to conflict was equivalent to an average of lived in countries neighbouring their or persecution in 2018. 37,000 people being forced to flee countries of origin. This included 10.8 million individuals their homes every day in 2018. displaced2 within the borders of their own country and 2.8 million new 1 Internal Displacement Monitoring Centre refugees and new asylum-seekers. of the Norwegian Refugee Council. 2 Ibid. 3 The number of new individual asylum applications for Turkey does not include Syrian 3.5 nationals who receive protection under the MILLION Temporary Protection Regulation and relates 16% to applications submitted to UNCHR until 10 September 2018, when the government ASYLUM-SEEKERS assumed full responsibility for registration and Countries in developed regions refugee status determination.
    [Show full text]
  • JNR0120SE Globalprofile.Pdf
    JOURNAL OF NURSING REGULATION VOLUME 10 · SPECIAL ISSUE · JANUARY 2020 THE OFFICIAL JOURNAL OF THE NATIONAL COUNCIL OF STATE BOARDS OF NURSING JOURNAL Volume 10 Volume OF • Special Issue Issue Special NURSING • January 2020 January REGULATION Advancing Nursing Excellence for Public Protection A Global Profile of Nursing Regulation, Education, and Practice National Council of State Boards of Nursing Pages 1–116 Pages JOURNAL OFNURSING REGULATION Official publication of the National Council of State Boards of Nursing Editor-in-Chief Editorial Advisory Board Maryann Alexander, PhD, RN, FAAN Mohammed Arsiwala, MD MT Meadows, DNP, RN, MS, MBA Chief Officer, Nursing Regulation President Director of Professional Practice, AONE National Council of State Boards of Nursing Michigan Urgent Care Executive Director, AONE Foundation Chicago, Illinois Livonia, Michigan Chicago, Illinois Chief Executive Officer Kathy Bettinardi-Angres, Paula R. Meyer, MSN, RN David C. Benton, RGN, PhD, FFNF, FRCN, APN-BC, MS, RN, CADC Executive Director FAAN Professional Assessment Coordinator, Washington State Department of Research Editors Positive Sobriety Institute Health Nursing Care Quality Allison Squires, PhD, RN, FAAN Adjunct Faculty, Rush University Assurance Commission Brendan Martin, PhD Department of Nursing Olympia, Washington Chicago, Illinois NCSBN Board of Directors Barbara Morvant, MN, RN President Shirley A. Brekken, MS, RN, FAAN Regulatory Policy Consultant Julia George, MSN, RN, FRE Executive Director Baton Rouge, Louisiana President-elect Minnesota Board of Nursing Jim Cleghorn, MA Minneapolis, Minnesota Ann L. O’Sullivan, PhD, CRNP, FAAN Treasurer Professor of Primary Care Nursing Adrian Guerrero, CPM Nancy J. Brent, MS, JD, RN Dr. Hildegarde Reynolds Endowed Term Area I Director Attorney At Law Professor of Primary Care Nursing Cynthia LaBonde, MN, RN Wilmette, Illinois University of Pennsylvania Area II Director Philadelphia, Pennsylvania Lori Scheidt, MBA-HCM Sean Clarke, RN, PhD, FAAN Area III Director Executive Vice Dean and Professor Pamela J.
    [Show full text]
  • International Scholars Survey 2020-2021
    Duke Visa Services Institute of International Education Open Doors International Scholars Survey 2020-2021 Total number of International Scholars: 1102 Primary Function Total Teaching 42 Research 923 Both Teaching and Research 35 Clinical Activities in Healthcare Fields 86 Other 16 Total 1102 Visa Status Total J-1 702 H-1B 239 O-1 10 TN 14 B or Visa Waiver Program F-1 Post Completion OPT 102 All Others 35 Total 1102 Gender Total Male 655 Female 447 Total 1102 Duration Total Less than 3 months 5 3 months up to 6 months 14 6 months up to 1 year 239 1 year up to 3 years 472 3 years up to 5 years 236 More than 5 years 136 Total 1102 Major Field of Specialization Total 01 Agricultural/Animal/Plant/Veterinary Science and Related Fields 03 Natural Resources & Conservation 04 Architecture & Related Services 05 Area, Ethnic, Cultural, Gender, & Group Studies 09 Communication, Journalism & Related Programs 10 Communications Technologies/ Technicians & Support Services 11 Computer & Information Sciences & Support Services 12 12 Culinary, Entertainment, & Personal Services 13 Education 14 Engineering 161 15 Engineering/ Engineering-Related Technologies/Technicians 16 Foreign Languages, Literatures & Linguistics 19 Family & Consumer Sciences/Human Sciences 22 Legal Professions & Studies 12 23 English Language & Literature/Letters 5 24 Liberal Arts & Sciences, General Studies & Humanities 25 Library Science 1 26 Biological & Biomedical Sciences 197 27 Mathematics & Statistics 44 28 Military Science, Leadership & Operational Art 29 Military Technologies
    [Show full text]
  • The Economic Benefits of Vocational Education and Training in the Kingdom of Eswatini
    The Economic Benefits of Vocational Education and Training in the Kingdom of Eswatini GUGULETHU MGABHI1* AND MANGALISO MOHAMMED1 1Eswatini Economic Policy Analysis and Research Centre, Mbabane, Eswatini *Correspondence: [email protected] Abstract. This study assesses the economic benefits of the Government of Eswatini’s investment to technical vocational education and training (TVET) from 2005 to 2017. TVET Graduates from 12 public TVET Institutions have been tracked to uncover their absorbability in the labour market and, or self-employment. The study finds that the economic return of the Government of Eswatini’s investment to TVET in 2017 is E1,51. This means that for every E1 invested by the Government of Eswatini to TVET, the economy generates E1,51 through the TVET graduates’ activities in self-employment, formal employment, and part-time skills utilisation. With regards to highly demanded courses amongst the graduates, ccomputer studies have been found to be highly demanded at 20.9%, while agriculture is lowly demanded at 6.3%. The study finds that 56.6% of the graduates are absorbed in formal employment, while 13.7% are engaged in self-employment, meaning that 29.9% are part of the 32.4% unemployed persons in the country. However, the level of unemployment is still high, 43.3%. Graduates who were not economically active before enrolling at the TVET colleges have been found to be formally employed, 35%, 14% are self-employed, 2.5% are both formally and self-employed, while 48.5% are unemployed. A majority (58.5%) of employed graduates are from Gwamile VOCTIM, while self-employment is high amongst graduates from Big Bend Rural Education Centre, 44.4%.
    [Show full text]
  • A Community Cultural Wealth Approach for Enhancing Positive Discipline in Eswatini Schools
    A COMMUNITY CULTURAL WEALTH APPROACH FOR ENHANCING POSITIVE DISCIPLINE IN ESWATINI SCHOOLS. by SICEBO CEDUSIZI KUNENE Thesis submitted in the fulfillment of the requierements for the degree DOCTOR OF PHILOSOPHY in EDUCATIONAL PSYCHOLOGY at the UNIVERSITY OF KWAZULU-NATAL COLLEGE OF HUMANITIES SCHOOL OF EDUCATION PROMOTER: PROFESSOR D. J. HLALELE 2020 i DECLARATION Student number: 2145884567 I, SICEBO CEDUSIZI KUNENE declare that: (i) The research reported in this thesis, except where otherwise indicated is my original research. (ii) This thesis has not been submitted for any degree or examination at any other university. (iii) This thesis does not contain other persons’ data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. (iv) This thesis does not contain other persons’ writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a) their words have been re-written but the general information attributed to them has been referenced; b) where their exact words have been used, their writing has been placed inside quotation marks, and referenced. (v) Where I have reproduced a publication of which I am author, co-author or editor, I have indicated in detail which part of the publication was actually written by myself alone and have fully referenced such publications. (vi) This thesis does not contain text, graphics or tables copied and pasted from the Internet, unless specifically acknowledged, and the source being detailed in the thesis and in the references sections. Signature: Date: 21/02/2020 ii DEDICATION I dedicate this dissertation to my son Scebiso Aphelele Kunene and daughter Scebile Wandisile Kunene.
    [Show full text]