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This paper investigates the intergovernmental transfer systems in South Africa, more specifically, the underlying determinants and formula of the unconditional grants of the education component of the Provincial Equitable Share (PES). The PES formula is a weighted shares formula that depends on the demographic shares of the provinces (population) to determine the equitable share outcomes to be transferred to individual provinces. We find that the variables used have two main weaknesses: Firstly, the enrolment variable, which could be contaminated with school repeats and dropouts, is too broad to be an effective measure for representing the real beneficiaries of the transfers. Secondly, infrequent updates about the school-age cohort population variables render the desired PES grant transfers for education outdated as well as serially inconsistent. The paper also provides an analysis of the PES formula's mathematical construct, followed by a few suggested variables to improve the relevance and accuracy of the formula of the revenue transfer. One such improvement is demonstrated by the inclusion of the Enrolment Survival Measure (ESR). More research and data are required to extrapolate nuanced results and to understand the socio-economic impacts of adopting these new variables in the PES formula going forward. [ABSTRACT FROM AUTHOR]

Access to education for undocumented migrant children in South Africa remains a significant challenge. While the difficulties related to their inability to access education within the country have been highlighted elsewhere, there remains a lack of clarity on an approach to how this basic human right can be achieved. In this conceptual paper, we draw on the distinction between equality and equity, and describe the various ways in which education has been conceptualised in the South African Constitution – which in part contributes to the existing confusion on education for various groups, including undocumented migrant children. In this paper, we critically reflect on the need to develop an integrated approach for creating a platform that allows all undocumented migrant children access to education in South Africa. We argue that an integrated approach – which entails ways through which access to education can be delivered through the lens of equity – will enhance the right to education for undocumented migrant children in South Africa. We conclude that the South African government must urgently consider this integrated approach to enable access to education for undocumented migrant children, so that they can achieve their full educational potential. [ABSTRACT FROM AUTHOR]

Purpose: This paper examines the changing patterns of social inequality and stratification in relation to migration, ethnicity, gender, class, and education. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Changing patterns of social inequality and stratification are influenced by migration, ethnicity, gender, class, and education. Migration can lead to economic disparities for immigrants, either through improved opportunities or exploitation. Ethnicity remains a significant factor, with ethnic minorities facing discrimination and limited access to resources. Gender inequality persists with disparities in pay and leadership roles, while class-based inequality continues through inheritance and income distribution. Access to quality education plays a vital role in social mobility, but disparities in resources and rising tuition costs can limit opportunities. Unique Contribution to Theory, Practice and Policy: Intersectionality theory, Human capital theory & Transnationalism theory may be used to anchor future studies on changing patterns of social inequality and stratification in relation to migration, ethnicity, gender, class, and education. Organizations and institutions should implement diversity and inclusion programs that go beyond tokenism. Develop and implement comprehensive immigration reform policies that address the rights and social integration of migrants. [ABSTRACT FROM AUTHOR]

Despite agriculture being the largest employer of young people, South Africa faces a youth unemployment crisis. The youth are increasingly disinterested in agriculture and often view it as a last resort in the absence of alternative employment opportunities. This paper explores strategies to change these negative perceptions and attract young people to agriculture. Drawing on twenty-two studies conducted over the past decade, national grade 12 statistics, University enrolments, yearbook reviews, and twenty job advertisements, I identify five key areas for intervention. First, the youth interested in agripreneurship need support to access financial and physical resources. They also need training offered jointly by tertiary institutions and the government. Second, agricultural education in primary and secondary schools will likely attract and retain youths to agriculture. Third, we need to reform the education system at all levels to ensure holistic student development opportunities, including the technical and soft skills required by agricultural sector employers. Fourth, our marketing strategies need reform; collaboration with the media is necessary to increase awareness and change youths' perceptions about agriculture and agricultural careers. Five, we need to strengthen the role of agricultural associations to bridge the gap between the agricultural sector and secondary and tertiary education institutions. [ABSTRACT FROM AUTHOR]

Despite high rates of education expenditure, South Africa's education system remains sharply unequal and underperforms overall compared to other countries. One approach to addressing education inequality and underperformance is community-based peer mentorship. This paper presents evidence from the Nine Tenths mentorship programme in Makhanda (formerly Grahamstown) as a way to improve academic performance among matric students in under-resourced secondary schools. Using school matric pass rates from 2012 to 2021 and student admission metrics for participants in 2020–2022, a strong association is found between the activities of Nine Tenths and improved academic performance. No-fee schools where Nine Tenths is active record pass rates that are 28 percentage points higher on average than schools without Nine Tenths. Matric students who participate in Nine Tenths increase their Admissions Points Score (APS) by 4.23 points on average, and every student between 2020 and 2022 earned a bachelor pass. While the evidence suggests that Nine Tenths is effective, the programme operates on a relatively small scale and is not broad-based in its implementation. The programme shows is a promising example of community-based interventions to address schooling inequality independently and more efficiently than the current education policy in South Africa. [ABSTRACT FROM AUTHOR]

Through its constitution, South Africa has declared provision of high-quality education to all citizens is a human right. However, violence, bullying and poverty threaten to impede, if not preclude attainment of this goal. This voice from practice highlights social work interventions that provide psychosocial support to learners to tackle the challenges. [ABSTRACT FROM AUTHOR]

The aim of this study article is to present an analysis of the first national policy framework, which provides a coherent approach to integrating nursing education into a newly defined band for higher education programmes in South Africa. The significance of this policy framework is ensuring the seamless transition from legacy nursing programmes to NQF-registered nursing programmes. It explores the agenda-setting process, analyses the prevailing context and outlines the rationale for the policy. Walt and Gilson's policy triage analysis process outlines the key elements of the policy development process. Drawing upon Tarlov's two-phased public policy development process, the article outlines the steps completed in the policy development process. Recommendations are proposed to expand access, improve quality and diversify the provisioning of nursing education and training in South Africa. [ABSTRACT FROM AUTHOR]

Most countries have declared one or more animal or plant species to be among their national symbols, termed here national biodiversity symbols. National biodiversity symbols are the species formally or informally recognised by societies and countries as having meaning to one or more of national identity, values and unity.It has been proposed previously that national biodiversity symbols can be used as flagship species to advance habitat conservation in their respective countries. However, this assumes that the symbols are well‐known and revered by the citizens of the country concerned. We examined this assumption via direct interviews with 382 urban residents in four towns in South Africa, which is a mega‐biodiversity country with five national biodiversity symbols (a national tree, flower, animal, bird and fish).We found that less than 3% of the urban respondents could name all five species, ranging from 6% for the national tree to 40% for both the national flower and national animal. Knowledge of other national symbols (flag and anthem) were equally low. The number of national biodiversity symbols known increased with income and education level of respondents. Despite limited knowledge of which species were the national biodiversity symbols, almost two‐thirds of respondents felt that having national biodiversity symbols was important for promoting national identity.These findings show that from a heritage perspective a great deal more awareness needs to be developed in South Africa around the national biodiversity symbols. From a conservation perspective, it indicates that the national biodiversity symbols are unlikely, at this stage at least, to be useful as flagship species for habitat conservation programmes. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

The South African Revenue Service acknowledges that it faces various risks, such as revenue collection uncertainty, unfavourable public perceptions and low compliance. Despite South Africa's sophisticated taxation system, improvements to taxpayer education may provide the most comprehensive opportunity to allay these risks. This study examined taxpayer education strategies utilised in foreign countries to identify opportunities for initiatives that could be used to foster compliance-enhancing behaviour. In addition, the South African taxation infrastructure was assessed to determine its ability to integrate foreign compliance strategies. Three taxpayer education themes of enculturation, education and awareness were identified. Using a qualitative research methodology, 15 interviews were conducted with respondents who could provide knowledgeable opinions on the issues raised. The respondents confirmed the importance of these themes and the need to introduce the three tax education initiatives. This study recommends that taxpaying values be enculturated and normalised among future taxpayers before they leave school, that taxpaying aptitude, preparedness and confidence be developed by revising the financial, maths and tax literacy elements introduced throughout the school curriculum, as well as piloting an informative Taxpayers' Week during Tax Season. The study's contribution is unique in differentiating taxpaying skill development from taxpayer enculturation within school education. Practical direction is given to South African authorities concerning which tax education initiatives from foreign countries could be adapted and adopted. This study proposes novel initiatives and provides suggestions to optimise the existing taxpayer education and awareness efforts. Lastly, it contributes to the limited tax education and tax compliance literature. [ABSTRACT FROM AUTHOR]

Introduction: There is considerable concern with rising rates of antimicrobial resistance (AMR) with its subsequent impact on morbidity, mortality and costs. In low- and middle-income countries, a key driver of AMR is the appreciable misuse of antibiotics in ambulatory care, which can account for up to 95% of human utilisation. A principal area is the selling of antibiotics without a prescription. There is conflicting evidence in South Africa regarding this practice alongside rising AMR rates. Consequently, there is a need to explore this further, especially in more rural areas of South Africa. A pilot study was undertaken to address this. Materials and Methods: A two-step descriptive approach involving a self-administered questionnaire amongst pharmacists and their assistants followed by cognitive interviews with some of the participants. Results: Twenty-one responses were obtained from nine of the 11 community pharmacies invited to participate. Participating pharmacies were all independently owned. Ten of the 21 participants admitted dispensing antibiotics without a prescription, including both adults and children, representing five of the nine participating pharmacies. A minority dispensed antibiotics before recommending suitable over-the-counter medicines. These high rates were exacerbated by patient pressure. There were issues with the length of the questionnaire and some of the phraseology, which will be addressed in the main study. Conclusion: There were concerns with the extent of purchasing antibiotics without a prescription in this pilot in South Africa study. Key issues will be explored further in the main study. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder is a growing public health concern in low-and middle-income countries that has prompted a World Health Organization resolution on ' comprehensive and coordinated efforts for management of autism spectrum disorder'. Despite being a signatory of the resolution, South Africa does not have any national policies to guide the management of autism spectrum disorder services. This study explored the perspectives of key government stakeholders on educational and other services for children with autism spectrum disorder in the Western Cape Province of South Africa and their proposed solutions to meet the needs of autistic children and their families. The overarching theme that emerged was 'We are doing damage control'. Government stakeholders acknowledged that autism spectrum disorder services were falling between the 'cracks' caused by competing societal demands on government resources. Participants shared perspectives about autism spectrum disorder services in three categories: a cracked society, siloed service systems and gap-filling strategies. Findings from this study highlighted the need for collaborative efforts between government departments and civil society to develop a strategy for autism spectrum disorder in line with the World Health Organization resolution. Multistakeholder engagement to break down barriers, strengthen systems and develop innovative solutions to improving services for children with autism spectrum disorder and their families is recommended. Autism spectrum disorder is a growing public health concern in low- and middle-income countries like South Africa where there are no plans or policies in place for autism spectrum disorder management. Many children with autism spectrum disorder in South Africa are out of schools and waiting for school placement to become available. This study explored the perspectives of key government stakeholders on educational and other services for children with autism spectrum disorder in the Western Cape Province of South Africa and their suggestion for improving services for these children and their families. Semi-structured interviews were conducted with government stakeholders from the Western Cape Department of Education, Department of Health and the Department of Social development. The main theme that emerged was 'We are doing damage control'. Government stakeholders acknowledged that autism spectrum disorder services were being overlooked because of other demands on government resources. Finding from this study highlighted the need for government departments to work together to develop a strategy for autism spectrum disorder management. Engagement between government and civil society to break down barriers, strengthen systems and develop solutions to improving access to services for children with autism spectrum disorder and their families is recommended. [ABSTRACT FROM AUTHOR]