Learning to write by writing to learn : a postgraduate intervention for the development of academic research writing

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Towards widening access to underrepresented groups in the biological sciences : a case study of the University of Pretoria

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An investigation into the significance of listening proficiency in the assessment of academic literacy levels at Stellenbosch University by Marais, Fiona C.

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IMVELO (a place for skills development). Construction Centre : Mamelodi : professionals in construction industry in partnership with local community in job creation, upliftment and...

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A study to explore the role of community disability workers in facilitating livelihood opportunities for disabled youth in rural areas of Southern Botswana by Kabaso, Bryson Nsama

“…The CDWs in the study worked in Community- based Rehabilitation (CBR) programmes. The elements of the Livelihood component of CBR Guidelines include skills development, self-employment, waged employment, financial assistance and social security. …”
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A proposed approach to the formulation of an integrated coastal zone management policy for the Erongo zone in Namibia by Gxaba, Lungiswa Thandiwe

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Disruption by dissociation : exploring human-centred design through transformative engagement in the spatial design studio

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Utilisation of library websites for information literacy delivery in five selected universities in South Africa by Iyambo, Laimi

“…This was done to improve the current practice of information literacy programme delivery at the University of Namibia libraries. …”
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Examining the ecological risk and protective factors of substance abuse and its effects on educational and behavioural outcomes among high school learners: implications for a schoo... by Welby-Solomon, Janine

“…This multi-level intervention strategy will run parallel to the Life Orientation programme and will focus on multiple levels of psychosocial intervention strategies that will assist adolescents in dealing with substance use.…”
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A hybrid simulation analysis of graduation success at Stellenbosch University by Slamang, Sha-abaan

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Requests at the University of Nizwa by Hessenauer, Perry Ross

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Subject Music in rural South African schools : challenges and solutions within a comparative context

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Implementation standards : practices in South African Social Work and Criminology benchmarked against EAPA-SA standards

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The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia by Smit, Talita C.

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Questioning the narrative: stories from a community learning centre in the Western Cape by Loizides, Jessica

“…In contrast, educator narratives provide a deeper understanding of how they work within restrictive curricular structures to perform relational care and knowledge work, with in-depth knowledge of who the CLC students are and their needs. These narratives also assist us in shaping a vision for community learning, engagement, healing and collective solidarity beyond the often vague and symbolic discursive work of policy.…”
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An analysis of the effects of the political environment on the governance of orphans and vulnerable children by non-state actors in Mutare, Zimbabwe.

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Bridging the boundaries? A study of mainstream mathematics, academic support and "disadvantaged learners" in an independent, secondary school in the Western Cape by Swanson, Dalene M

“…It is proposed that the hierarchical and differentiating rituals and codes within the school context provide the means by which the Black Scholarship students are constructed as disadvantaged. Particular emphasis is placed on the discourse of mathematics within the Academic Support Programme of the school, designed to assist these black students in "bridging the gap" in their academic knowledge and experience; and in the differentiated nature of the mathematics discourse available to the Black Scholarship students within the Mainstream Programme. …”
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Keyboard tuition for adult beginners : investigating practical piano study 171 at the University of Stellenbosch by Daniels, Delia Josianne

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Development of guidelines for feeding practices for children aged 2-5 years in Bulawayo province in Zimbabwe

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