UWCScholar

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A critical review of the implementation of the Protection of Personal Information Act in the Western Cape health department: A document analysis (2015-2022)
(University of the Western Cape, 2025) Leo, Amy Jane
In the rapidly evolving digital era that we find ourselves, the protection of personal information has become somewhat of a paramount concern, with reference to the healthcare sector where sensitive patient data lies at the core of medical care and research. To combat this pressing issue, the South African Government has introduced a comprehensive data privacy legislation in 2013 known as the Protection of Personal Information Act 4, which came into full effect in 2020. This study focuses critical review the implementation of the Protection of Personal Information Act 4 of 2013 (POPIA), within the Western Cape Health Department (WCHD) from 2015 to 2022. This study assesses the department’s efforts in safeguarding personal information and evaluates its compliance with the law. The study examines the historical context of patient data protection within South Africa’s public healthcare system, focusing on the significant shift from paper-based records to electronic health records (EHRs). It further explores the significance of POPIA in the healthcare context, emphasizing its main objective of preserving patient confidentiality, enhancing data accuracy, and strengthening data security within the healthcare network. The study employed a document analysis methodology to gain a comprehensive understanding of publicly accessible records, policies, reports, and materials related to data privacy and security within the Western Cape Health Department.
Determinants of Healthcare Services in South Africa: A Demographic analysis
(University of the Western Cape, 2025) Vondo Noloyiso
Healthcare access and utilisation in South Africa continue to show significant inequalities, as well as disparities in cost and service quality, despite global health service development. The purpose of this study is to examine the underlying deficiencies in dual healthcare access and utilisation, how people from different socioeconomic backgrounds access and afford the necessary healthcare services, which will then determine the shape of the care they receive. The study used secondary data derived from the nationally representative South African National HIV Prevalence, Incidence, Behaviour and Communication Survey (SABSSM V) to evaluate the underlying weaknesses in the healthcare access and utilisation system. For data analysis, STATA version 18 was used to address the research objectives and questions by performing three statistical techniques, namely the univariate, bivariate, and multivariate methods. The findings of the study established that younger, unemployed, and less-educated South Africans who rely on public facilities face healthcare access challenges because these facilities have insufficient staff members, combined with outdated infrastructure and extended waiting periods. In contrast, the private healthcare system primarily caters to elderly patients from higher- income brackets who have the financial ability to pay medical premiums and co-payments, along with additional healthcare expenses. Medical aid membership functions as the primary factor that enables private healthcare access, yet the covered population reaches only 16%, and besides, they spend half of the total national health expenditure, while public facilities, which serve most citizens, remain overwhelmed and underserved. Lastly, the study findings found that healthcare accessibility in South Africa remains fragmented because socioeconomic disparities, together with racial and spatial inequalities of the past, still play a critical role in affording one access to equitable healthcare. The study further discovered that employment, level of education, and population group differences are the leading contributing factors to healthcare access and utilisation.
Access, barriers and successes of Educational pathways for out-of-school Youth. Applying the capability theory
(University of the Western Cape, 2025) Solomon Mark Deon; Needham Seamus
The study investigated the impact of BASIC College, a private, non-profit educational institution, on youth accessing alternative post-school pathways, and how new theoretical insights were generated about the relationship between the Capability Approach (CA) and Cultural-Historical Activity Theory (CHAT) among youth at a post-school educational institution. The research investigated whether such provision enabled young people to access opportunities in South Africa’s post-school education and training (PSET) sector, while developing the skills, capabilities, and agency necessary for workplace participation and transition into adulthood. Using life histories and photovoice, the research captured the lived experiences of current learners and graduates, revealing both immediate educational impacts and longer-term trajectories. The findings showed that learners developed key capabilities such as practical reason, affiliation, and agency, moving from constrained life choices to imagining and pursuing valued pathways. Some graduates gained formal employment, while others-built hybrid livelihoods through informal work and entrepreneurship. From a CHAT perspective, these shifts were linked to transformations in activity systems through new mediating tools (vocational and soft skills, confidence), altered rules (personalised pedagogy, collaborative learning), and enabling communities. However, the study also highlighted the fragility of these gains, as structural barriers in the labour market, limited transitional services, and socio-economic instability constrained the sustainability of capability development. Theoretically, the study advances the integration of CA and CHAT for understanding post-school transitions; methodologically, it demonstrates the value of combining life histories with photovoice for generating fine-grained insights; and practically, it underscores the need to align educational initiatives with systemic reforms. Overall, the research contributes new knowledge by showing how a non-profit post-school institution can mediate capability growth, while emphasising that sustainable youth transitions require coordinated educational, labour market, and social policy responses.
Critical Pedagogy and literacy teaching in Grade 4 classrooms
(University of the Western Cape, 2025) Carelse, Anthea Jeanette
This study investigated the use of critical pedagogy in literacy teaching in the Grade 4 classrooms of two Quintile 1-4 schools on the Cape Flats, in the Western Cape. Its purpose was to provide Grade 4 teachers in disadvantaged schools on the Cape Flats with an opportunity to share their experiences of teaching literacy. The research approach is qualitative and used a case study of two randomly sampled Quintile 1-4 schools. The exploration sought to determine the extent to which literacy teachers employ critical pedagogy, and how the socioeconomic backgrounds of the learners influence literacy achievement. To frame the exploration, the study entails an overview of critical theory, critical pedagogy, literacy teaching and the social and political landscape on the Cape Flats in South Africa. The study employed critical literacy theory as the theoretical framework, in conjunction with Freire’s (1970) theory of practice. Thus, this study is underpinned by Freire’s (1970) Critical Pedagogy as well as the Sociocultural Theory of Bronfenbrenner (1979). These theories offer complementary perspectives on how individuals develop and learn within their environments, particularly in educational settings.
Demographic and socio-economic characteristics and education in Senegal
(University of the Western Cape, 2025) Sait Shakeel; Stiegler Nancy
This research paper provides a comprehensive analysis of the demographic and socio-economic determinants of educational attainment in Senegal, with a particular focus on primary education and the persistent issue of gender inequality. The study is structured into five chapters, beginning with an introduction to Senegal’s historical, geographical, and socio-political context, and a detailed overview of its education system. The background highlights the legacy of French colonialism, the evolution of educational policies, and the ongoing challenges posed by economic constraints, infrastructural deficits, and social disparities. The problem statement identifies the complex interplay between colonial heritage, rapid population growth, and insufficient adaptation of the education system to local realities, resulting in persistent inequalities in access and quality of education. Despite policy efforts and international support, significant gaps remain, particularly for rural populations, girls, and low-income households. The research gap is underscored by the impact of recent global disruptions, such as the COVID-19 pandemic, which have further exacerbated educational exclusion and highlighted the need for resilient, inclusive educational strategies. The study is guided by key research questions: What is the current state of primary education in Senegal? How have demographic factors such as age, gender, household composition, and income influenced educational outcomes? What are the main barriers to educational equity, and what policy recommendations can address these challenges? The research employs quantitative methods, utilizing data from the 2023 Senegalese Demographic and Health Survey (DHS), and applies statistical analyses—including cross-tabulation and chi-square tests—to examine the relationships between socio-demographic variables and educational attainment.