UWCScholar
This repository serves as a digital archive for the preservation of research outputs from the University of the Western Cape.
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Exploring ‘agency-level performance budgetary incentives’ as an effective tool to improve policy outcomes: A case study of the Western Cape government budgeting system.
(University of the Western Cape, 2024) Josephs, Ezra M
The research study focuses on the adoption and implementation of performance budgeting within the Western Cape province of South Africa, a critical area of inquiry given the ongoing challenges faced by the region, including unemployment, crime, and public health issues. Performance budgeting is understood as a strategic approach designed to enhance the efficiency of public expenditure by linking funding to measurable outcomes. This study aims to explore how performance budgeting can be integrated into the budgetary processes of the Western Cape Government, specifically through agency-level budgetary performance incentives, thereby potentially improving policy outcomes. The significance of this research lies in its exploratory nature, as it seeks to uncover the mechanisms through which performance budgeting can be effectively utilised in a subnational context. By examining the existing planning, programming, and budgeting systems, the study identifies the current features of performance budgeting incentives, as well as the enablers and inhibitors that may affect the implementation of performance budgeting practices. Through qualitative methods, including interviews with Provincial Treasury officials, the research provides insights into the practicalities and challenges of integrating performance-based approaches in public finance management. Ultimately, this research study aims to contribute to the broader discourse on public sector reform and governance by providing a foundational understanding of performance budgeting in the Western Cape. It seeks to offer recommendations for enhancing resource allocation and spending efficiency, thereby fostering improved policy outcomes that respond to the pressing needs of the province's communities.
Assessing the readiness of micro-businesses in the Cape Mmetropolitan to adopt data analytics software
(University of the Western Cape, 2024) Mungai, watiri
Small and Medium Enterprises (SMEs) particularly, micro-businesses, have access to an increasing volume of data generated through their daily operations. However, their low rate of
adoption and integration of data analytics software into business operations hinders their ability to make effective data-driven decisions. This limits their potential for growth and success
because of not maximising the potential of their data. Additionally, they also have limited knowledge and understanding of the factors that determine to their readiness to adopt and
integrate data analytics software. Without a means to assess their readiness, many SMEs, specifically micro-businesses will continue to hold the misconception that they are incapable
of incorporating data analytics software into their business processes. This study therefore developed an assessment instrument to help micro-businesses evaluate
their readiness for adopting and integrating data analytics software into their businesses. The study drew on four models and frameworks namely the Technology-Organization-
Environment (TOE), Resource-Based View (RBV), Diffusion of Innovation (DOI) and the Unified Theory of Acceptance and Use of Technology (UTAUT) to develop the key criteria of
this instrument. The data for this study was collected through face- to-face, semi-structured interviews with a sample of 21 micro-businesses. This approach allowed for an in-depth analysis of each sub- criterion based on their daily real world business conditions, the ease of answering the questions within the proposed instrument, and participants understanding of the key concepts surrounding data analytics software adoption. The response helped. assess and determine the applicability of the proposed data analytics software assessment instrument. Thereafter, the data was analysed using qualitative content analysis to code and synthesise the responses of micro-business which provided significant insights into the identified dimensions and its sub- criterion. This led to a further refinement of the draft instrument. The findings revealed that Data accessibility, data availability, data quality, cybersecurity awareness, skilled personnel, organisational training, hardware, software, finance, infrastructure, relative advantage, performance expectancy, effort expectancy, complexity and social influence were relevant for inclusion in the assessment instrument. A final evaluation of the practical utility of the instrument was undertaken by applying it among
three micro-enterprises. During this exercise it was found that the questions in the final data analytics software readiness assessment instrument were understandable and easily answered by all three micro-businesses which allowed them, to successfully assess their level of readiness to adopt and integrate the data analytics software.
Exploring the lived experiences of selected grade 9 teachers’ integration of indigenous knowledge in their science lessons in the Western Cape province.
(University of the Western Cape, 2025) Magade, Athandile
This study investigated the lived experiences of Grade 9 Natural Sciences teachers with the infusing of Indigenous Knowledge Systems (IKS) in their teaching. Anchored in a
phenomenological research design and drawing from Giorgi’s analytic approach to data analysis, the study sought to gain insight on how teachers conceptualise, make sense of and
work with the inclusion of IKS in a knowledge world that is predominantly constructed and constituted by Western scientific knowledge. Unstructured interviews were conducted with six
teachers who were purposively selected, and their stories were analysed in detail to find the central themes and connections. The findings indicate that teachers recognise the cultural
significance and the educational relevance of IKS but experience some challenges to integrate Indigenous Knowledge System effectively. The challenges include limited time (due to
curriculum pace), lack of clear teaching approaches, lack of support by the Department of Education and the non-existence of a professional development focusing on Indigenous
Knowledge System. Because of these constraints, some teachers integrate Indigenous Knowledge System informally and at times conduct oral conversations with traditional
knowledge holders on Indigenous Knowledge System for personal experiences. The findings of this can study contribute to proactive integration of KIS in the science curriculum as it argues for more cultural and contextually relevant pedagogical approaches. The study recommends focused curriculum revision, ongoing professional development of teachers, and shared partnerships with Indigenous Knowledge System holders for effective integration of IKS in Natural Sciences education. These are the efforts necessary to establish equitable and
cultural-responsive science education in South Africa. At the end, the research contributes to transformation of science education, and demands attention to more holistic, contextualised
teaching practices.
An auto ethnography of implementing productive practice
(University of the Western Cape, 2024) Davids, Jade Ethel
This autoethnographic research chronicles a thirteen-year journey of teaching Mathematics at a socio-economically disadvantaged high school in the Western Cape, South Africa. Positioned within a context marked by systemic inequality, resource scarcity and frequent institutional disruptions, this research provides a deeply personal and reflective account of growth. Through the lens of lived experience and ongoing reflective diary entries, it explores how the integration of productive practice structured, purposeful learning activities which served as a central strategy to enhance learner engagement, persistence and achievement, particularly in the face of high-stakes national examinations. The research considers multiple intersecting challenges that shaped the teaching and learning environment, namely: classroom management in overcrowded settings, learner’s foundational knowledge gaps, inconsistent homework completion and low levels of motivation and self-efficacy. Despite these difficulties, the research reveals how deliberate, scaffolded productive practice activities created space for learners to engage meaningfully with mathematical concepts, develop critical thinking skills and build confidence through collaboration and repeated exposure to problem-solving tasks. Central to this process has been the role of productive practice in transforming teaching strategies over time. The research illustrates how sustained self-reflection led to a shift in pedagogical focus from a traditional teacher-centred approach, towards a more learner-centered approach that values dialogue, mistakes and iterative learning. My evolving understanding of my learners’ needs, informed by day-to-day classroom experiences, enabled the development of more adaptive, responsive teaching methodologies that aligned with both curriculum and contextual realities. This research also highlights how small, consistent innovations like productive practice, rooted in care, reflection and intention can foster a sense of agency and academic growth. The research thereby offers insight into the complex interplay between teacher identity, reflective practice and learner development. It presents a hopeful and practical perspective on the potential for meaningful educational change within under-resourced schools, underscoring the power of commitment, creativity and critical reflection in shaping transformative teaching and learning experiences.
A Research Paper submitted in partial fulfilment of the requirements for the degree of master in ducation (adult learning and global change)
(University of the Western Cape, 2025) Jenekar, Regan
This study investigated the impact of a shift in the medium of instruction from face-to-face to online learning on the identity formation of students at Technical and Vocational Education and Training (TVET) colleges. Drawing on a Foucauldian lens, the study critically analyses and problematises the shift in power relations that students and teachers encounter in online teaching and learning environments. The main themes explored in this study were the conceptions of e-learning, autonomy and challenges in e-learning, online identity in e-learning, and students’ and lecturers’ shifts of power relations. The study employed a qualitative research approach, gathering data through semi-structured interviews at a TVET college in South Africa. The investigation explored how the shift to online learning has resulted in changes in students’ identities, particularly in relation to how identity shifts due to moving to an online teaching and learning platform. The study examined how students and lecturers negotiate and resist the exercise of power in online learning environments and how their identities are shaped and reshaped in response to these power dynamics The findings of this study contribute to an understanding of the complex interplay between identity formation, power relations, and online learning in the context of TVET colleges. This research has implications for policymakers, educators, and researchers interested in understanding the multifaceted nature of student identity in the digital age. As such, the study provided insights into the challenges and opportunities that students encounter in online learning environments and suggests recommendations for educational institutions to create inclusive and empowering online learning experiences for students.