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This article critically examines how selected schools in Qwaqwa (a remote town in the eastern Free State province of South Africa) imagine and "image" schooling through mission and vision statements, mottos, and emblems. We use the word "image" to refer to the way in which schools often use images to represent particular views about schooling and what it entails. Visual architecture of schools in the forms of vision and mission statements, mottos, and emblems communicate specific ways of thinking about schooling that resonate with the cultures and beliefs of the communities where the schools are located. Therefore, a critical analysis of such symbolic representations can reveal philosophies and views about schooling held and promoted not only by schools but also by the communities in which they are located. How do specific communities come to associate education with certain symbols, catchphrases, and idiomatic expressions? Is there a correlation between the ways of imagining and imaging schooling and the sociocultural and ecological landscape of the surrounding communities? The article is based on empirical data collected from 20 primary schools in Qwaqwa. Data were collected through semi-structured interviews administered to 10 principals and 10 members of school governing bodies of selected schools. We also took photographs of visions and missions, mottos, and emblems of selected schools, which we later coded and themed for content analysis. Findings of the study revealed that schools in Qwaqwa viewed education as a public good and as a tool for individual and community development.

This paper peers through the window to look at how a teacher brings about meaningful educational change in a diverse classroom. Utilizing three sets of arguments from the field of educational change, I traced educational change within a teacher during the course of an academic year. Data capture comprised a mix of semi-structured interviews and observations. Findings were multi-fold: First, the teacher's professed beliefs cohered well with her practices and played a significant role in how she responded to diversity in the classroom. Second, if change attempts are to be successful, individuals must find meaning concerning what should change as well as how to go about it. In the South African context there is much literature on what should change, but there is very little on what strategies and programmes can be implemented to effect change in teachers' beliefs about diversity. The educational literature underscores the centrality of the personal domain of the teacher in sustaining educational change. This paper illustrates that the concept of identity is a social, historical, and generational construct that is fluid and susceptible to change. It shows how change can be sustained in the personal domain of the teacher and illustrates that teaching is ultimately a class act of human compassion.

The most prominent debate in South Africa is how teachers will provide instruction online. The purposes of this article was to explore Accounting teachers' voices on factors affecting online teaching. To this end, the researchers employed a qualitative approach and a case study research design. Interviews were used as a method to collect data from 10 Accounting teachers who were purposively selected. Thematic data analysis was used. The results revealed that, Accounting teachers are lacking required knowledge and skills needed to facilitate technology learning in their classrooms. Results further reveal that, online teaching arrived at an awkward moment when teachers were faced with COVID-19 pandemic. The study concludes that teachers' voices play an important role in any proposed changes in the classroom. The Eastern Cape Province where the study was conducted should quickly roll out infrastructure at all schools aiming to support online classrooms. It is recommended in this paper that teachers need to be workshopped in online teaching in order for them to perform effectively.

In this paper, we argue that William Stephenson, Qmethodology, when demonstrated through the research conducted for the SANCOOP: "Climate & Beliefs" project can provide guidance for doing context-specific mixed-method research and has implications for climate change education in South Africa. In the project, Q-methodology was mixed with techniques of transcendental philosophical analysis, to investigate the correlations between subjectivity and climate change adaptation in rural South African context. Subsequently, context-specific considerations are in order, since limited research employing mixed Q-methodology has previously been conducted in rural South Africa. Thereby, we hope to provide some guidance for conducting mixed methodological research in this context. Finally, the implications of mixed methodology for climate change education in South Africa are discussed in the light of epistemic justice in the construction of knowledge.

The focus of this paper is to examine teachers' beliefs about child participation in Grade R. Five Grade R teachers working with children between the ages of five and six participated in this study. Participants were interviewed about their epistemological beliefs on teaching and learning in Grade R and specifically the role of child participation in development at this grade level. Data were analysed deductively using typologies by Perry and Rokeach. The findings of this study showed that these teachers' beliefs concerning child participation were complex, 'messy', context-bound and did not fall neatly into one category. Teachers' views were multidimensional: primitive, dualistic, derived, multiplistic or relative. Teachers drew from different sources of experience and their own knowing to shape their thinking about children's participatory roles in the Grade R experience and implementation of child participation. The findings show how teachers' beliefs were influenced by issues of background, tradition, power and voice.

Girls performing well in mathematics at school do not necessarily enrol for mathematics courses at South African universities. Teachers could be transferring beliefs about the nature of mathematics favouring boys. This paper compared male and female pre-service teachers' beliefs about the nature of mathematics. A quantitative, descriptive research approach was adopted. One hundred and twenty-six mathematics pre-service teachers, enrolled for an undergraduate teaching training programme at a South African university, completed a questionnaire. While both genders hold the same Platonist and instrumentalist beliefs, females embrace lower experimentalist beliefs than males. Research on differences between male and female pre-service teachers' beliefs about the nature of mathematics could promote gender equity in mathematics teacher training and better facilitation of the subject, which might consequently encourage more girls to opt for mathematics-related careers.

In this article, the author John Volk, professor of Worldview Studies at Renaissance College, University of New Brunswick, Fredericton, New Brunswick, Canada, looks forward toward the November 2017 Religious Education Association Conference, which is entitled "Learning in Encounter: Crossroads, Connections, Collaborations", and says that the conference presents a rare opportunity for Religious Education Association (REA) members to engage with self and others. The others will come in a variety of forms from near and far on a similar journey of discernment. The author reflects upon things he has learned in his encounters with others throughout his own career. Having encountered secular, atheist, and humanist "others", Volk points toward four things that have stood out for him over the years from those encounters: (1) Learning encounters with the "other" necessitate mutual trust and respect, if not friendship. The "other" is as sincere in their beliefs and values as is the "self". (2) Learning encounters broaden and deepen one's own worldview. Encounters with indigenous Peoples in Canada, New Zealand, and South Africa have propelled the author to examine his own tradition. (3) Learning encounters become a lifelong discernment of one's own truth and certainty, a spiritual journey engaging life's ultimate questions. Insights gleaned from secular "others" open up new questions, perhaps even new possibilities. (4) Learning encounters increase one's literacy, of one's own beliefs and values and no less those of the "other". Learning encounters with the "other" open up the human spirit to journey beyond worldviews that limit its scope to the saeculum, to tap the divine mystery at the core of traditional religions, through varieties of meditation, ceremony, ritual, and contemplation.

Personal epistemology is concerned with people's beliefs or assumptions about the nature of knowledge and knowing. Whilst contributions in this field can be traced back to the 1970s, fundamental questions about the ontology and epistemology of the construct still remain. The current study explored the effects of three characteristics of questions aimed at eliciting epistemological assumptions on our interpretations of an individual's assumptions, namely the level of directness with which questions targeted assumptions, the domain-specificity of the question, and whether the questions were open or closed-ended. A paper-and-pencil measure was designed to manipulate these variables, and the interpretations made about the assumptions of 35 postgraduate Psychology students were compared. The results suggested that the characteristics do exert an influence and caution is raised regarding the validity of methodologies that are used in the study of personal epistemology.

Given the socioeconomic and health security ramifications of the COVID-19 sickness since the beginning of the year 2020, the discovery of vaccinations has been a huge breakthrough. The international community and national governments' common commitment to preserve citizens' right to the greatest attainable health standards have fuelled the urgent need for vaccine development. Even though any COVID-19 vaccination should be seen as a global public good, the African continent has lagged in the dissemination of COVID-19 vaccines. The human rights implications of the COVID-19 vaccination roll-out on the African continent are examined in this research, which is based on secondary data sources and focuses on Zimbabwe and South Africa, two neighbouring Southern African countries. The research demonstrates that the African continent is confronted with a slew of concerns, including vaccine accessibility, price, and transparency. The paper also reveals a conflict that has arisen between governments' recommendations that everyone is vaccinated to protect all members of society and the freedom of some members of society to interpret the vaccine through the lens of their religious and cultural beliefs, including their freedom to express their beliefs and choose whether or not to be vaccinated. This circumstance is providing and will continue to pose a significant challenge for African governments in their efforts to implement mass immunization. [ABSTRACT FROM AUTHOR]

Background: Appropriate health-seeking practices may have a positive influence on child survival, particularly when practiced by kin caregivers of children who are below the age of 5 years. While literature has shown that children who are raised in kinship care often present with poor health outcomes and often have unmet healthcare needs, the health-seeking behaviours and practices of the children's kin caregivers that ultimately influence these health outcomes remain largely unknown. In this paper, we explored the healthcare beliefs and practices of kin caregivers in South Africa on child survival.Methods: Overall, 12 structured interviews were conducted with all the participants. Six [6] interviews were conducted in the Eastern Cape province and 6 were conducted in the KwaZulu-Natal province. The sample of participants was obtained by seeking permission from the child welfare authorities in the KwaZulu-Natal and Eastern Cape Department of Social Development (DSD) to assist in identifying a sample of the kin-caregivers who have provided primary care to children below the age of 5. The structured interviews were transcribed and analysed using thematic content analysis. After thematic content analysis was carried out, transcripts were given case numbers and then imported into NViVo version 11 for analysis and interpretation of the findings.Results: The healthcare seeking behaviours and poor use of healthcare services of the caregivers were largely influenced by their notions and perceptions of health and illness. The notions and perceptions that the caregivers hold about the health statuses of the children placed under their care and illness were found to be largely culturally determined and largely influenced by preconceptions and certain healthcare beliefs. Increased reliance on traditional herbs, Notion of witchcraft and Faith healing emerged as key factors that influence health-seeking practices and beliefs of kin caregivers, thus influencing under-five mortality.Conclusion: Kin caregivers should be equipped with the necessary guidance, resources and training that facilitate the successful fulfilment of the caregiving role, given the number of unmet needs and challenges that they face. This will in turn translate into positive child health outcomes. [ABSTRACT FROM AUTHOR]

The quality of TVET college lecturers significantly affects the development and performance of students and, as a consequence, the economy. This study utilises Wenger's theory of social learning to explore the impact of professional occupational competence deficiencies on TVET lecturers at selected public colleges in Gauteng Province, South Africa. This study aimed to explore the effects of professional occupational competence deficiencies on the TVET lecturers across selected TVET colleges in the Gauteng Province, South Africa. Central to the challenge of lecturers professional occupational competence deficiencies is the lack of training and development to capacitate them with the necessary knowledge and skills to ensure that they play their roles optimally in providing students with quality education. A case study design was adopted in this study, underpinned by a qualitative research approach. A purposive sampling technique was used to select participants from five public TVET colleges in Gauteng Province. Data were collected from fifteen sampled participants through semi-structured interviews and processed through Atlas.ti. Thematic analysis technique was used to analyse the data. The findings of this study show that due to professional occupational competence deficiencies, TVET lecturers are experiencing profound challenges such as low self-efficacy, self-regulation failure, low motivation, anger, and resentment towards college management. To improve TVET lecturers' competence, efforts need to be made to focus on teaching professional occupational competencies as a priority. This study outlines the challenges that professional occupational competence deficiencies pose for the TVET sector and, by implication, the national development imperatives of South Africa. [ABSTRACT FROM AUTHOR]

Background: Preterm birth (PTB) is a global health epidemic, sub-Saharan Africa is severely impacted due to its limited healthcare resources. Pregnancy knowledge, cultural beliefs and practices play a role in the identification of risk and management of PTB. This study explored knowledge, understandings, cultural beliefs and attitudes to pregnancy and PTB, as well as cultural considerations for the introduction of an intravaginal device which could be used to identify PTB risk. Methods: Qualitative research was conducted in South Africa and Kenya. In-depth interviews were conducted using semi-structured guides with women with a history of PTB (n = 10), healthcare providers (n = 16) and health systems experts (n = 10); and 26 focus group discussions with pregnant women seeking antenatal care (n = 132) and community male partners/fathers (n = 54). Interviews/discussions were transcribed, translated, and analysed thematically. Results: Pregnancy knowledge, especially for first time pregnancies was poor, with many reporting late entry to antenatal care. Knowledge about PTB was understood in terms of gestational age, weight or small size of baby, with concerns about long term health and stigma. Various risk factors for PTB were described, including those related to traditions and beliefs of witchcraft/curses. Cultural practices, such as the use of traditional medicines and pica, and religion and its impact on health seeking behaviour were also viewed as risk factors. Although insertion of intravaginal devices was not widely acceptable in traditional communities, especially during pregnancy, it was felt that the use of one to detect risk of PTB would be accepted if proven effective in reducing PTB risk. Conclusions: Various culturally-informed beliefs exist which explain understandings of and attitudes toward pregnancy, pregnancy risk, and PTB. An inclusive exploratory process is critical to facilitate an understanding of the beliefs and traditions which could impact the introduction and design of a product to detect the risk of PTB. [ABSTRACT FROM AUTHOR]

The teaching of life sciences within the Islamic culture was observed in this investigation by instructors at the Association of Muslim Schools in the KZN region. The following question served as the basis for the investigation: Do Islamic schools teach life sciences from an Islamic perspective? The Association of Muslim Schools gave its approval after receiving ethical scrutiny. A questionnaire, interviews, and observations were used to gather data. The analysis of the data was conducted using an inductive methodology. The philosophy of Islam and its approaches to teaching the required Life Sciences curriculum served as the study's conceptual foundation. The results show that there is a problem with integrating religious knowledge into science teaching in Muslim ethos schools in South Africa. The Professional Teaching Model was an initiative to close the gap caused by educational dualism. [ABSTRACT FROM AUTHOR]

Substance abuse and its associated disorders affect a whole spectrum of people. Substance users and individuals affected by substance abuse come from diverse backgrounds with varying beliefs and subscribe to various doctrines. This body of work explores the perspectives of a certain Black rural community in Limpopo Province, South Africa, about substance abuse and its treatment in their neighbourhood. Data was collected from purposively sampled community members aged between 18 and 35 years through a focus group discussion. The participation of the focus group members in the study was voluntary and consented to. The collected data was coded and thematically analysed. Community members ascribe the abuse of substances to different factors such as peer pressure, poverty, and idleness--the most prominent factor, as cited by participants, is witchcraft fueled by jealousy. The youth in the community feel like a failure to maintain sobriety by those admitted to treatment centers is not only due to structural challenges but can also be attributed to the spiritual realm. There is a need to consider service users' backgrounds and beliefs in substance abuse treatment. The social work value of individualization should be duly applied when working with people who have substance abuse problems. There is also a need to obtain treatment workers' perspectives about the integrated approach in treating substance use disorders. [ABSTRACT FROM AUTHOR]

Sub-Saharan Africa faces and is severely affected by many conflicts. Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) threaten both the physical and financial well-being of individuals in these struggling countries. This research aims to investigate the immigrants' attitudes and beliefs regarding HIV/AIDS in the Mopani district, Limpopo Province. Qualitative and quantitative designs were used, and 200 immigrants were sampled. Data was collected using a questionnaire with closed and open-ended questions. Ethical standards were maintained. The study revealed that many respondents expressed discriminatory practices towards individuals infected by HIV. Many viewed promiscuity and the disease called Makhume (meaning illness caused by the omission of purification rites following the death of a family member) as causes of HIV/AIDS. These attitudes could hinder the achievement of healthy lives and the promotion of well-being at all ages if not addressed appropriately. The collaboration of various departments in the Mopani district is required to change these negative attitudes and beliefs that influence immigrants' behaviours. Also, the use of audio-visuals and peer teaching is most successful in changing attitudes and beliefs. [ABSTRACT FROM AUTHOR]

In this study the relationship between treatment outcomes and antiretroviral treatment (ART) recipients' knowledge, attitudes and beliefs towards HIV/AIDS was analysed. The study employed the positivist paradigm, guided by the Health Belief Model in explaining the intricate relationship between disease, sick-role behaviour and the expected outcome of treatment. The target population comprised ART recipients at Mthatha, South Africa. This study made use of a purposive sample of 112 participants, inclusive of male and female adult recipients. The respondents in this study raised a number of positive and negative issues. The results of the study revealed a significant relationship between ART recipients' knowledge of HIV/AIDS treatment, their view that taking HIV drugs is a waste of time, and the recipients' results of HIV/AIDS treatment. This implies that a significant difference exists between those who have a better CD4, the same CD4, and a worse CD4, based on their knowledge about taking ARVs. The study did not establish a significant relationship between treatment outcomes and some variables of recipients' attitudes towards HIV/AIDS, which means there is no difference between the recipients based on all the attitude variables. While a significant difference exists among recipients of different treatment outcomes (CD4 counts), based on their belief that "Having HIV is a death sentence," no significant difference was found among recipients of different CD4 counts based on their beliefs, such as: whether HIV treatment prolongs life; if a traditional healer can heal HIV; if prayer can heal HIV; that HIV has serious consequences on health; and that practising preventive actions can reduce HIV transmission. [ABSTRACT FROM AUTHOR]

The focus of this study was student teachers at a South African university enrolled in a Bachelor of Education (B.Ed.) programme and a Postgraduate Certificate in Education (PGCE), respectively. The purpose of this study was to explore students' understanding and acceptance of evolution and beliefs about the nature of science (NOS), and to discover if these understandings and acceptances changed with the level of their studies. In so doing, we wished to determine if there is a relationship between their understanding of evolution and the NOS, and their level of acceptance of evolution. The study is located within a quantitative framework. Questionnaires were administered to pre-service teachers, who were enrolled in the School of Education. All participants had chosen Biology as their teaching specialisation. Three instruments were included in the questionnaires. The findings revealed that students in the B.Ed. programme have a poorer understanding of evolution and NOS than the graduate group (PGCE), and that there is no significant difference in understanding between different levels within the B.Ed. group. A further significant finding was that acceptance of evolution is independent of changes in conceptual understanding of evolution and independent of changes in beliefs about the NOS. [ABSTRACT FROM AUTHOR]