UWCScholar

This repository serves as a digital archive for the preservation of research outputs from the University of the Western Cape

Communities in UWCScholar

Select a community to browse its collections.

Now showing 1 - 5 of 11

Recent Submissions

Implementing the ideal hospital programme in two rural district hospitals in the West Coast District, Western Cape Province, South Africa: A qualitative study of staff perspectives
(University of the Western Cape, 2025) Cillié, Johanna Jacomina
South Africa's constitution guarantees the right to health and embeds regulations to ensure the delivery of quality healthcare. The National Ministry of Health proposed the National Health Insurance (NHI) Bill in 2012 to support universal health coverage. The National Department of Health established the Office of Health Standards Compliance in 2013 to enforce compliance with the National Core Standards and to provide high-quality healthcare, even though the National Core Standards were promulgated only in 2015. Inspection tools based on the National Core Standards were finalized only in 2018. The Ideal Hospital Programme was introduced in 2018 with its own set of tools to enhance hospital service delivery and to prepare for the implementation of NHI and compliance with the Office of Health Standards Compliance assessments. The COVID-19 pandemic disrupted the Ideal Hospital Programme, resulting in slow progress and poor assessment results. None of the seven district hospitals in the Western Cape's West Coast District met the requirements of the Ideal Hospital Programme during the 2023-24 self-assessments, with outcomes for all seven district hospitals being unsatisfactory, highlighting implementation and sustainability challenges. Concerns about sustainability and the lack of research to support learning and improvement for the Ideal Hospital Programme were raised in a workshop held in June 2024. This situation prompted a research examination of the Ideal Hospital Programme's current state in the West Coast District of the Western Cape and the experiences of staff implementing the programme.
Reforming CPD practices for english language teachers in Namibia: the role of self-directed professional learning
(SAGE Publications Inc., 2026) Simuja, Clement; Amakutuwa, Hilma NM; Mpofu, Nhlanhla
This study explored the potential of self-directed learning (SDL) to reform continuous professional development (CPD) for English second language (ESL) teachers in Namibia, where centralized, top-down CPD models have failed to address classroom realities. Through a qualitative case study of secondary school ESL teachers in the Khomas region, the research identifies systemic gaps in Namibia's CPD framework, including inadequate teacher agency, lack of specialized training, and resource constraints. Findings reveal that SDL empowers teachers to address context-specific challenges through collaborative peer networks, reflective practice, and grassroots initiatives, aligning with social constructivist theories and reflective practice frameworks. However, institutional barriers and under-resourcing hinder sustainable implementation. The study advocates for decentralized, teacher-led CPD models that prioritize autonomy, collaboration, and contextual relevance, offering a pathway to improve ESL instruction and align with global best practices in teacher professional development.
Addressing mental health challenges among paramedics: a sociological study in Cape Town
(University of the Western Cape, 2026) Senamile, Mabuza
This study explored the experiences of mental health challenges and coping mechanisms among paramedics in Cape Town, South Africa. Participants included both male and female paramedics of diverse racial backgrounds and varying years of experience in the Emergency Medical Services (EMS). The study adopted a qualitative research design, and the sample comprised 30 participants selected through purposive sampling. Data was collected through semi-structured interviews and analysed using inductive thematic analysis. Using the social stress model as the conceptual framework, the study found that paramedics are constantly exposed to trauma, long working hours, and unsafe environments, all of which contribute to psychological distress. The findings revealed that many participants experience symptoms associated with post-traumatic stress disorder (PTSD), anxiety, and burnout. Coping mechanisms varied widely across participants: some relied on avoidant strategies such as smoking, drinking, emotional detachment, and dark humour, while others employed adaptive strategies including exercise, prayer, peer debriefing, and seeking psychological support. The study also found that stigma around mental health remains prevalent within the EMS profession, particularly among men who view seeking help as a sign of weakness. Gender and racial discrimination, violence on duty, and the lack of structured mental health support were identified as additional stressors. However, some participants demonstrated resilience by developing emotional toughness, a redefined perception of life and death, and support networks involving family, colleagues, and spirituality. I conclude by illustrating how addressing the mental health challenges of paramedics requires institutional and cultural reform, through mandatory counselling, mental health education, stigma reduction, and the creation of supportive workplace structures to promote long-term psychological well-being among emergency service workers.
Environment in Islamic discourse: a corpus-assisted content analysis approach
(University of the Western Cape, 2025) Ali, Abdinuur Mohamed
This proposed study aims to examine the discourse related to the environment within the Islamic tradition. Employing a qualitative research approach, the investigation utilizes content analysis to scrutinize sacred sources and selected videos featuring influential shaykhs advocating for environmental conservation and echo-jihad. The theoretical framework of the study is eclectic and it is based on corpus linguistics, discourse analysis, and maqasid al-Sharath. The data collection process involves a systematic selection of sacred sources (i.e., the Nobel Qur'an and the Noble Hadith), coupled with corpus-assisted qualitative content analysis. Such methodology will enable us to identify key themes, concepts, and principles associated with environmental preservation in the Islamic tradition. The analysis of sacred sources offers insights into the theological and ethical foundations underpinning the advocacy for environmental stewardship in Islamic discourse. Moreover, the study involves the selection and thematic analysis of audio-visual discourse featuring well-known Islamic scholars and shaykhs with a view to examining how contemporary Islamic scholars articulate environmental concerns and the recently-coined concept of ‘echo-jihad’. The thematic analysis of this speech corpus deals with the narratives, arguments, and strategies adopted by the shaykhs to raise awareness about environmental issues. Moreover, it examines the ways in which they establish connections between environmental preservation and broader Islamic teachings and concepts. The findings of this study contribute to the growing field of Islamic environmentalism and echo-Jihad. Moreover, the findings and recommendations of the study may address the escalating environmental challenges globally, with a specific focus on those faced by Arab and African countries, such as the incidents at Beirut Harbor, the Safer Oil tanker in the Red Sea, random destructive fishing especially in conflicted areas like Somalia and Yemen, global warming, and related concerns.
Introducing a relational wellbeing approach to dealing with learner behavior and discipline in primary school classrooms
(University of the Western Cape, 2025) Du Plessis, Stephanie
The Apartheid regime and the Bantu Education policy left profound and lasting inequalities within the South African education system. These inequalities have created a continuum of a culture whereby teachers are still resorting to punitive practices to manage learner behavior and discipline in their classrooms. The purpose of this study was to explore how an introduction of a relational well-being approach could shift the mindsets of teachers about relationality when dealing with learner behavior and discipline in their classrooms. It was envisaged that by using a relational well-being approach, teachers would revert from using punitive practices and focus on applying a more restorative approach. Ten educators were selected from one school in the Cape Winelands area. A basic qualitative research design was used for this study and participants were involved in focus group discussions and they completed reflexive journals, questionnaires and posters. The findings of the study show that, after participants were exposed to a relational well-being approach, teachers understood the value of relationships in their classrooms. It was also found that, once teachers were exposed, they focused on developing relationships with their learners and found that it created a more nurturing classroom environment. Participants expressed that after exposure, their relationships were more open and they connected with their learners. A growing concern that was uncovered in the study was the lack of parental involvement in primary schools. Participants expressed their frustrations in this regard and wanted parents to be held more accountable. The study concluded that teacher training is required to educate more teachers on how to utilise relationality in their classrooms, thus aiding them in minimizing disruptive behavior.