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Investigating stakeholder perceptions of out-of-field English and Geography teaching in selected secondary schools in the Western Cape
(University of the Western Cape, 2024) Ampo, Joshwin
This study sought to investigate an aspect of the phenomenon of out-of-field teaching (OOFT), a largely obscured aspect of the schooling system affecting teacher identity as well as learner attainment. Out-of-field (OOF) teachers are those assigned to teach subjects for which they are not certified. This typically occurs when teacher supply does not match the demand for certain subjects. A key concern is that OOFT affects the quality of teaching and learning. It is especially novice OOF teachers who may lack the necessary Pedagogical Content Knowledge (PCK). OOFT may also affect the well-being and professional identity of the teachers concerned. The present study focused on OOF teachers of English and Geography in selected secondary schools in the Western Cape. English is the predominant language of teaching in South African schools. As a language subject, it therefore occupies a prominent position in the Curriculum and Assessment Policy Statement (CAPS) curriculum. English teachers are required to be competent and confident users of English and to have the necessary content and skills to teach and assess all aspects of English. Similarly, Geography teachers are required to be competent in areas of the curriculum, including specialised areas such as map reading, analysis, and interpretation. This thesis draws on Sen’s Capability Approach (CA) and related theories of teacher self-efficacy and well-being. It employs a qualitative methodology within the interpretivist research paradigm to focus on the lived experiences of OOF teachers of English and Geography in selected secondary schools in the Western Cape, as well as the perceptions of selected school subject heads and departmental subject advisors. Semi-structured individual interviews were used to generate the data. The findings highlight the impact of especially out-of-subject teaching on the lives of those most directly involved, the teachers.
Audit quality from a service perspective: a systematic literature review
(John Wiley and Sons Inc, 2025) Botha Lise Muriel; De Jager Phillip; Toerien Francois
Audit quality is a multidimensional and latent construct that researchers struggle to evaluate and interpret. This paper follows an interdisciplinary approach by systematically reviewing the literature on audit quality evaluation from a service quality perspective. This service perspective, aligned to stakeholder theory, allows us to consider various stakeholder perspectives. We review the literature through the AUDITQUAL audit quality dimensions to identify areas for further research. These higher-order audit quality dimensions reflect the competence, independence, relationship, and service quality aspects of audit quality. We follow a systematic literature review methodology informed by the 2020 Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement and supported by the Rayyan software tool. Our review shows that the competence, independence, and relationship dimensions usually form the foundation for audit quality research and assumptions. In contrast, only one aspect of client attributes within these dimensions—namely, earnings management—is well developed. Furthermore, the service (functional) quality dimension is shown to have the most potential for future insight into audit quality evaluation. Finally, only a few studies have empirically tested the audit quality construct in a multidimensional sense as most have focused on only one or two dimensions using proxies. Empirical research into audit quality can benefit from taking a service quality view to broaden our understanding and testing thereof.
Assessing the variations of the available flood storage capacity in a flood retention basin due to the changing environment
(Academic Press, 2026) Liu Dedi; Zhang Yuling; Wang Zhenyu
Flood retention basin (FRB) is an important measure for the flood control. As the available flood storage capacity of FRB reflects the maximum amount of flood that can be stored, it is often varied due to the changing environment, which impacts on the its flood control function. Based on the principle of allowing only specific areas to be inundated for flood control, a systematic framework is proposed to quantify the variations of the available flood storage capacity of an FRB due to the combined effects of human activities and climate change. The Variable Infiltration Capacity hydrological model is a tool of simulation of flood flow in the framework. A Geodetector model is applied to figure out the contributions of human activities and climate change. Applying the framework to 42 FRBs in the middle reaches of the Changjiang River Basin, the results show a significant 9.6% decrease in total available flood storage capacity from 2000 to 2020, with human activities contributing more than climate change. The decrease of available flood storage capacities in the FRBs bring the increases of frequencies (i.e., the decrease of the standard of flood control) of the flood inflows that represents the maximum preventing flood for FRBs from 0.111%, 0.167%, 0.100% to 0.143%, 0.250% and 0.167%, respectively. Our study will not only help assess variations of the available flood storage capacity, but also contribute to the protection of the FRBs.
Land and water grabs, militarized development and agrarian resistance in the Sahel
(Routledge, 2025) Koné, Massa; Monjane, Boaventura
The Sahel region of West Africa is experiencing a profound political reconfiguration marked by the rise of military governments amidst deepening ecological, economic, and social crises. In this context, the structural dispossession of rural communities - particularly through land and water grabbing - continues to intensify, often justified under the guise of development, counterterrorism, and national security. These processes have placed immense pressure on peasant and agrarian communities, whose livelihoods are intrinsically tied to access to and control over natural resources. Yet, this moment of rupture also opens contradictory spaces: while military regimes often restrict civic and political freedoms, they can also unsettle entrenched power structures and open cracks that movements might tactically exploit.
Teachers’ perceptions of physical education for children with Fetal Alcohol Spectrum Disorder at a special needs primary school within the Cape Winelands District
(University of the Western Cape, 2025) Lottering, Anthony
South Africa has a high rate of Fetal Alcohol Spectrum Disorder, which is influenced by historical and socioeconomic factors. Children with Fetal Alcohol Spectrum Disorder face many developmental challenges, including poor motor skills, low concentration, weak memory and poor academic performance. These difficulties affect their learning and overall well-being, highlighting the importance of exploring physical education as a potential intervention to support their development. The social model of disability provides a valuable framework for understanding the experiences of teachers and their work with children living with Fetal Alcohol Spectrum Disorder. A qualitative approach was used to explore teachers’ experiences and perceptions of physical education for learners with Fetal Alcohol Spectrum Disorder at a special school in the Cape Winelands area. Fourteen teachers involved in the physical education programme were purposively selected, and data was gathered through a semi-structured interview process. Findings show that teachers view physical education as vital for child development, contributing to academics, social skills, discipline, motor ability, overall health and reducing negative behaviour. The findings also revealed concerns about the Differentiated Curriculum and Policy Standard, specifically the curriculum’s limited time allocation for physical education and its ongoing pilot status. Teachers expressed the need for continuous professional development and better curriculum integration of physical education to support holistic learner development. It is recommended that teacher training regarding Fetal Alcohol Spectrum Disorder and physical education practices be strengthened to enhance implementation in LSEN schools. A stronger emphasis on parental and community engagement should be encouraged through workshops and awareness programmes. Collaboration with stakeholders should be prioritised to expand support network systems. Finally, the allocation of curriculum time for physical education should be reviewed to maximise its developmental benefits.