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In 2015 the Western Cape Government (WCG) in South Africa introduced the e-Learning Game Changer initiative to offer teachers in public schools information and communications technology (ICT) resources to improve their pedagogy. Despite the efforts by the WCG to improve ICT use for teaching in public schools, successful ICT integration hardly takes place in several historically disadvantaged (albeit affluent) schools, which constitute a minority of schools in the Western Cape. The primary aim of this study was to investigate those conversion factors allowing or impeding teachers in two public primary schools in the Western Cape from attaining the potential capabilities required for successful ICT integration. Amartya Sen's capability approach was used as the study's theoretical framework. The study employed a qualitative research method involving 10 educators observed during their lessons and interviewed. The findings confirmed that only a few conversion factors, such as the attainment of ICT skills through a community of practice and university training by the teachers, provided them with capabilities to use ICT to deliver curriculum content and perform basic ICT skills effectively. Several conversion factors, including teachers' age, provincial and school policies, infrastructure and resources, prevented these teachers from realising their ICT potential. This study contends that the White Paper on e-Education (2004) policy might benefit from the results, which could help to build or rethink programmes that encourage continual teacher training. Transdisciplinarity Contribution: This research shows that policymakers need to take into consideration the conversion factors that may impact teachers' capabilities to deliver curriculum utilising ICTs. This study's findings provide new light on how these conversion factors limit or expand teachers' ICT capabilities. [ABSTRACT FROM AUTHOR]

The effectiveness of a government's communication, especially in times of crisis, is crucial to its legitimacy, reputation, disaster management and its ability to ensure the wellbeing of its people. This paper examines the focus and trends in press statements published on South Africa's official coronavirus website during the coronavirus disease 2019 (COVID-19) pandemic. Government decisions, successes and challenges were frequently communicated to the public through these statements. The study aimed to understand what was communicated regarding government's priorities and the factors that shaped them. Data were extracted from 483 press statements published between 05 March 2020 and 15 January 2021. Thematic analysis and mean scores were used to identify the focus and trends in the messages, while the Wilcoxon signed rank test (WSRT) was used to identify the significance of the changes in the mean scores. The results showed a coordinated and persistent effort to inform the public with credible, accurate, timely and empowering information. The most persistent priority of the government was to control the spread of the virus, while several issues relating to the socioeconomic wellbeing of the people were prioritised at different stages of the pandemic. There was a parallel movement between the trajectory of the disease and government decisions, suggesting that government response was mostly reactive to the behaviour of the pandemic. The South African government needs to be more proactive in its disaster response and demonstrate a nuanced understanding of its citizens and their challenges. [ABSTRACT FROM AUTHOR]

There are various challenges in the teaching of sexuality within a South African multicultural context, as there is no uniform knowledge across learner backgrounds. As such, teachings often revert to the teacher's beliefs, in order to create meaning within the uncertainty, at the expense of the individual learners' personal identity formation. This paper explores the teachers' internal bias and its subsequent influence on the teaching of alternative sexualities in Life Orientation classes. Through purposive sampling, four teachers in the Mangaung area of the Free State province participated in semi-structured interviews and electroencephalogram (EEG) measurements. Data were analysed by means of thematic analysis and descriptive statistics collected through EEG readings in order to explore how teachers construct knowledge about alternative sexualities while mediating internal conflict, specifically through measuring frustration responses to stimuli. Findings suggest that the challenge of personal background influences teaching practice as well as limitations at curriculum level, leading to personal interpretations of content. Furthermore, sensitisation to content significantly affects levels of frustration, while the active versus reactive nature of teaching sexuality becomes apparent in how teachers ultimately accommodate personal bias. Recommendations include the need for sensitisation, during teacher induction, to sensitive topics such as sexuality, and to provide less biased messages during teaching. [ABSTRACT FROM AUTHOR]