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Doctoral Dissertations
Evaluation of records management practices in the KwaZulu-Natal Technical and Vocational Education and Training (TVET) sector, South Africa
Advisor: Prof Jili-Mbanjwa, Nokukhanya
Attachments [1]
Issue Date: 2025
Language: English
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Abstract:
The major aim of this study was to comprehensively evaluate records management practices in the KwaZulu-Natal Technical and Vocational Education and Training (TVET) sector to achieve improved records management systems, quality service delivery and good corporate governance. The advent of new technology and fourth industrial revolution (4IR) has introduced new facets in the corporate environment including TVET Colleges in South Africa, thereby promoting the growing interest of TVET Colleges in adopting sustainable digital records management systems. This research study was premised on the hypothesis that both the management of paper-based and electronic records amounts to dissatisfactory and falls short of best recognised records management standards and practice. Thus, the primary research question was whether the extent of adherence to records management programmes, policies and standards in the study area yield the desired outcome, given that an effective records management programme plays a pivotal role in the efficient administration of a service oriented TVET College. To achieve this, a literature review and an empirical investigation were conducted.
The study was underpinned by both records’ life cycle and the records continuum model. The study utilised the interpretive research paradigm and adopted qualitative research methodology using case study design. The target population for the study was 151, with 116 respondents of those being purposively selected. Thus, purposive sampling was used to identify the research sample for the study. Using triangulated data collection methods, the researcher employed interview schedule, observation techniques, systems, and document analysis in order to enhance the validity and reliability of the research findings. Data obtained through interviews, observations, systems, and document analysis was analysed in terms of content analysis to derive pivotal themes of the study. The key findings established that the general status of management of records in the TVET Colleges is inadequately positioned to support improved records management systems including, inter alia, insufficient integration of ICT in the management of records, thereby undermining the significant growth of the College on electronic services adoption, risk management processes, strategic planning processes, enhancing quality service delivery,
promoting good governance, supporting democratic accountability, fulfilling legal and regulatory requirements, promoting and protecting human rights, and ensuring sound financial management. Although some initiatives have been undertaken to enhance records management practices, the existing practices of the study area require serious improvement to the records management system. Therefore, based on the established empirical findings, it can be concluded that the selected study area does not conform to proper records management practices, thereby undermining good corporate governance, accountability, and quality service delivery in the TVET College arena.
Therefore, recommendations and a designed framework (TVET-AMSORT) for managing records in support of improved status quo of TVET Colleges in the study area, have been provided. Moreover, in the endeavour to enhance records management practices in the study area, a proposal for the implementation of the recommendations on a priority basis has also been provided. The study’s contribution to scholarly works and literature in the field of public administration resides in its findings and designed framework that can be practically adopted for management of records in support of enhanced records management systems, quality service delivery and good corporate governance. By establishing the nexus between management of records and adherence to records management programmes, policies, and standards in the study area, it is hoped that the study will provide input to policymakers to consider records managers as key stakeholders in TVET Colleges. The study adds value to the prevailing theoretical and legislative phenomena that form the perpetual discourse on the application of improved records management practices in the TVET sector. However, the researcher could not include other TVET Colleges in South Africa due to time limitations. Thus, other researchers can focus on exploring the study in other research institutions in South Africa.
Description:
Dissertation submitted to the Faculty of Commerce, Administration and Law to fulfil the requirements for the Doctor of Public Administration at the University of Zululand, South Africa.
Peer reviewed: Yes
International Conference: issn
Keynote / Plenary: issn
In Proceedings: issn
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- Word-formation has received very little attention in isiZulu in the past. This situation has been caused by the approach of word analysis which was pioneered by grammarians like Doke (1956), Nyembezi (1965) and others that followed in their steps. The main aim of this study is therefore to put word-formation into its rightful place in isiZulu grammar, that is at the centre of every morphological application. Word-formation and word-formation rules should form the basis for every grammatical practice of every language. Although word-formation is as old as the languages themselves, it is noticeable that there are no methods or approaches that has been agreed upon in any language. This implies that this study also attempts to develop the theoretical framework for word-formation in isiZulu since most studies done on word-formation are on English which is different from isiZulu. It therefore attempts to deal with processes that are vital in word-formation in isiZulu. It includes the processes like: affixation, grammaticalization, compounding, reduplication, word coinage as well as borrowing. This means that it covers both the morphological and lexical processes. IsiZulu is one of the most flexible and ever developing languages and through contact with other languages like English, Afrikaans and other African languages, isiZulu has proved to be developing rapidly. This phenomenon has led to the researcher undertaking the study of this nature. This study will form the basis for linguistically approach to the study of isiZulu. A close look is put on topics like word coinage, word borrowing, compounding, grammaticalization and affixation. Various conclusions and recommendations are drawn in an attempt to lead the way to rechanneling the focus of studies in isiZulu grammar. This study shows that isiZulu is not as backward and short of appropriate vocabulary as it is perceived to be. The shortage of words is remedied by processes like word borrowing, word coinage and extension of meaning in existing terms. On that note, isiZulu is at par with other languages of the world and this study says it
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- Ekudukeni kokukhuluma okuqanjwa ngabantu kutholakala imilozi idwanguza idinga ongayeqela ukuze ithole umthamo wayo ongalandelwa. Njengoba iqanjwe ngabantu kumele igcinwe futhi ithole ukunonophaliswa ngoba ayipheli olimini lwabantu kuphela nje ukuthi banokungayinaki abantu kepha bayayenza. Le milozi eqanjwa ngokuzwakala endlebeni njengesitho esingagcwali kulokho esikulalelayo senza iqambeke futhi ibe nobumtoti obuhamba nolimi lwesiZulu. Isahluko sokuqala sidingida, sihlahle indlela ebalulekile emsebenzini ozoqhutshwa ngayo. Umehluko kuso isahluko uveziwe wokuthi inhloboni yemilozi okubhalwa ngayo. Umklamo uqoqile uveza amanoni ngemilozi azothintwa kwashiywa amanangananga angadingekile ukuze indlela icace. Isahluko sikubeka kucace ukuthi ngobani labo abazohlomula behlomula uma benzenjani. Ongcweti nochwepheshe badaluliwe kuso isahluko ngenhloso yokunonophalisa umsebenzi ukuze umsebenzi ufakaziseke. Isahluko sesibili siveza imilozi ngokwahlukana kwayo njengoba itholakala yenzeka kuyo imvelo ezungeze abantu. Kulesi sahluko kutholakala imilozi eyenziwa izinyoni kuphela. Kwazona zehlukanisiwe ngokwehlukana kwazo njengoba zivela kubantu zibakhombisa izimo ezingefani. Lezo zimo kuyinhlanhla, amashwa nokubika imvula. Kuso isahluko kutholakala nokuthuthukisa ulimi ngalokho imilozi ekuqukethe nokuyinkulumobuthule edalulwa ukwenza kwezinyoni okufundwa ngezikwenzayo. Isahluko sesithathu siqukethe imilozi eyenziwa izilwane ezingafuyiwe zasendle. Lezo kube indlovu, ibhubesi, ubhejane nezinye. Zehlukaniswe ngenhloso yokuthi zona zinokuthile okudinga kutholakale kuzo kucoshelelwe ukuthi zinokubaluleka okungakanani esintwini esingamaZulu. Siqhubekile isahluko sethula imibuzo engazo nanenkulumobuthule eyethulwa yizo izilwane lezi. Ukubaluleka kwazo kuthinte nobumqoka bazo ekuqambekeni kwezibongo zaMakhosi nokuzimbandakanya kwazo ngobungozi bazo kwabangaMakhosi oselwa. Isahluko sesine sethula imilozi eqondene nemikhando yabantu. Siqalisa ngokuchaza okudinga kwazeke ngendlela imilozi engahlaziywa ngayo. Isahluko sethule ukuhlaziya ngoba imilozi ifuna ukukhanyisa kafuphi okutholakala kuyo okunobunkondlo. Ukubumbeka kwayo ngaphandle nangaphakathi nokunye. Isahluko sisaqhubeka nokuveza ongoti abasibona isidingo sokuthola ubunkondlo ngayo. Asigcini isahluko ngokuthola lokho kepha siqhubeka naleyo milozi eqondene nemikhando yabantu nalokho ekwenza kubo. Imilozi eqondene nemikhando kungasatshalalwa nakho konke okukhandwe ngabantu, kwakhethwa leyo enobumqoka kubo. Isahluko sesihlanu sidalula okuhlaziywa ngemilozi ukuthi ubumqoka bayo esintwini esingamaZulu ithini. Amaphuzu alandelene aveza ubumqoka nokubaluleka kwemilozi nabonakale ngokucwaningwa kwayo ngenkathi izihloko zicutshungulwa. Siqhubekile isahluko sesihlanu saveza izincomo ezithamundwe zalandelana ngenhloso yokugqamisa okutholakala kulahleka olimini lwesiZulu. Isiphetho sisonge konke okwethuliwe sabuye sanenezela ngokuphosa inselelo kulabo abangabukela phansi ubumtoti obutholakala ngemilozi
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- Akuve kulula ukunikeza incazelo yegama lesiZulu. Okulukhuni okuyitshe ukulichaza igama lesiZulu kuhlale obala kucacele noma ubani ukuthi lichaza ini. Ziningi izizathu ezenza kube lukhuni kube yitshe ukuchaza amagama esiZulu ngesiZulu. Ezinye zalezi zizathu yilezi: amagama esiZulu anemisindo ezichaza yona ekwazi ukucacisa incazelo yegama; amagama esiZulu abhaleka njengoba ebizwa ngakho-ke konke kuyacaca ngenkathi kubhalwa phansi amagama esiZulu; akulula ukwenza ucwaningo kubanikazi bolimi lwesiZulu ngoba lokhu osuke ukubuza abakwazi ukukuchazela khona; ayikho imithombo yolwazi engakusiza uma wenza ucwaningo lokuchazwa kwamagama esiZulu ngesiZulu. Lezi yizingqinamba ezimbalwa okuhlangatshezwana nazo uma kwenziwa ucwaningo lokuchazwa kwamagama esiZulu ngesiZulu. Ziningi ezinye izingqinamba ezikhona uma umuntu ezama ukwenza ucwaningo lokuchazwa kwamagama esiZulu ngesiZulu. Okwenziwe kulolu cwaningo ukuzama ukuqhamuka nezixazululo zalezi zinkinga nokuhlomisa ngolwazi olungasiza labo abawukhonzile lo mkhakha. Amagalelo anawo umcwaningi walolu cwaningo enza ukuthi akwazi ukuqhamuka namasu amaningi angasiza ekuchazweni kwamagama esiZulu ngesiZulu. Uthe uma usuhlanganisiwe lo msebenzi wabe usuhlukaniswa izahluko eziyisithupha. Nakhu okuqukethwe yilezi zahluko: Isahluko sokuqala: Lesi sahluko siqukethe isethulo socwaningo nomhlahlandlela wocwaningo. Kulesi sahluko kunqampunwa izihloko okuzokhulunywa ngazo ezahlukweni ezilandela lesi kanye nezinye izihlokwana ezisemqoka njengokuthi lubaluleke ngani lolu cwaningo nokukhombisa ukuthi luzoqhutshwa kanjani.Isahluko sesibili: Lesi yisahluko lapho kubukwa khona ngehlo elibanzi imibono yongoti abehlukene mayelana nalesi sihloko. Isahluko sesithathu: Kulesi sahluko kuchazwa kabanzi ngezimbangela zokuba lukhuni kokuchazwa kwamagama esiZulu ngesiZulu. Lesi sahluko singathi sicaba indlela yokuthi yiziphi izimbangela ezenza kube lukhuni ukuchaza amagama esiZulu ngesiZulu, lezi zimbangela ezizohlaziywa esahlukweni esilandelayo. Isahluko sesine: Lesi yisahluko esiyingcaciso. Kulesi sahluko sizoshiyelana inkundla nalesi esilandelayo. Ukushiyelana kwalezi zahluko inkundla kuzokwenziwa ngokuthi zombili zibe yizahluko eziyingcaciso. Isahluko sesihlanu: Lesi sahluko sikhathula indima esale esahlukweni sesine. Le ndima yileyo yokucacisa konke okudinga ukucaciswa mayelana nobunzima bokuhlela amagama esiZulu. Isahluko sesithupha: Lesi sahluko siqukethe iqoqa, isihlaziyo, izincomo kanye nesiphetho. Kukulesi sahluko lapho umsebenzi ugoqwa khona wonke.
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- LoIu cwaningo Iuhlose ukuqhakambisa iqbaza elibanjwe izindawo zomlando, ezemveIo nezokwakhiwa ekuthuthukiseni ezokuvakasha endaweni yasebaQulusini. Ucwaningo Iukuveze kwagqama ukuthi indawo yasebaQulusini icebiIe ngezigigaba zomlando ezehla khona, icebile futhi ngezindawo eziyizikhungo zokongiwa kwemveIo, konke Iokhu kuyiwozawoza elidonsa izivakashi ukuthi zithutheleke kule ndawo ukuze zizitike ngoIwazi nobuhle bale ndawo. LoIu cwaningo Iuhlukaniswe izahluko ezinhlanu ezihleleke kanje: • Isahluko 1 Lesi sahluko sethula injongo yocwaningo kanye nendlela ezosetshenzisa ukuqhuba ucwaningo. Zimbili izindlela ezisetshenzisiwe ukuqoqa ulwazi, ukucwaninga amabhuku mayelana nesihloko, bese kuba ukucwaninga bukhoma izindawo ezithintwa isihloko. • Isahluko 2. Lapha sethuleIwe ukucutshungulwa kwemibhalo mayeIana nomlando wendawo yasebaQulusini, ukongiwa kwemvelo, ezokuvakasba, kanye nezolimo. Ezolimo zibambe iqhaza elibonakalayo ekusimamiseni umnotho wasebaQuIusini. Ucwaningo Iuyaveza nokbo ukuthi kukhona izingqinamba ezikhona ekuhlalisaneni kwabalimi nezisebenzi noma abahlali basemapulazini. • Isahluko 3. Kulesi sabluko sethulelwe izigigaba zomlando ezehlakala endaweni yasebaQulusini. Lokhu kubandakanya izimpi ezahlukahlukene ezadudulana kule ndawo, abantu abasemqoka abahlala kanye nalabo abafeIa kule ndawo. • IsahJuko 4. Lesi sahluko sisethulela izikhungo zemvelo nezokwakhiwa endaweni yasebaQulusini. Lapha kubhekwe izikhungo zemvelo ezisebaQulusini, kwabhekwa izimayini ezikule ndawo, kwabhekwa lZlgcmamagugu ezikule ndawo kanye nezikhungo zokuhlunyeleliswa kwezimilo ezikule ndawo. Kubuye kwahlaziywa nezimpendulo zohla lwemibuzo ebiqondiswe ezisebenzini zezigcinamagugu kanye nobla lwemibuzo ebibhekiswe kubalimi. Kulolu hla lwemibuzo, imibuzo ibiblukaniswe kanje: • Izidingo ezisemqoka ukuqala umsebenzi wobulimi. • Izimo eziphumelelisa umlimi. • lzinto ezisemqoka okufanele umlimi asebenzise imali kuzo. • OkusemqoJal ngezisebenzi. • Okubalulekile ngemikhiqizo yezolimo • Ukuqikelela ukongiwa komblabathi. • lzindlela ezivikelekile zokulondoloza nokuzalanisa imali • lzinto ezisemqoka mayelana nendawo okusetshenzelwa kuyo. • Ublobo lomkhiqizo okhiqizwa futhi udayiswe ngumlimi. Kubuye kwaqhakambiswa izingqinamba ezikhubaza abalimi emsebenzini wabo esingabala kuzo lezi: • UkudIondIobala kobugebengu obunblobonblobo emapulazini. • lsimo sezulu. • lzinguquko ezidalwa ezombusazwe. • Ukungabi nalwazi, namathuluzi kwabalimi abasafufusa. • IsahJuko 5. Lesi sabluko sisethulele iqoqa, isiblaziyo, izincomo kanye nesiphetho. Lezi zincomo zibhekiswe eminyangweni eyahlukahlukene kahulumeni.
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- Lolu cwaningo luyimizamo nemvuselelo yamasiko okusingatha abantwana besuka ebeleni baze babe badala. Kunezigaba eziningana umntwana edlula kuzo kulolu khalo lokukhula oluphikelele ebudaleni. Namuhla kunezinkinga ezitholakalayo lapho abazali bekhulisa abantwana babo. Izinkinga ezibangwa ukunyonkela isikomqondo laseNtshonalanga. AbaseNtshonalanga abakhombisi nhlanganyelo uma bekhulisa abantwana babo. AmaZulu wona athi umntwana owesizwe, okaBayede Ongangezwe lakhe, iNgonyama. Abantwana bamaZulu bakhuliswa ngenhlanganyelo kusukela konina, kubazanyana kuze kuyofika emaqhikizeni uma kanti umntwana uyintombazane. Abafana bona bakhulela esizikithini sabanewabo okuyibona beqondisa indlela yabo ezinkomeni. Umcwaningi uthi uZulu ake awaphonse emuva abone ukuthi babekhuliswa, besingathwa kanjani abantwana kwelasendulo. Isahluko sokuqala sigxile ezinhlosweni kanye nenkuthazo efikele umcwaningi ngenkathi ebona umonakalo nencithakalo isizwe esesiphila kuyo. Ucwaninge ngalesi sihloko egcizelela amasiko ayegcinelwa abantwana ngezikhathi ezithile zokukhula. Kulesi sahluko kubukwe nendlela okuzoqhutshwa ngayo ucwaningo. Kuyokwenziwa njani ukuze lolu cwaningo lube yimpumelelo. Lapha kubuye kwabhekwa izikhali eziyosetshenziswa ukuyifezekisa inhloso yocwaningo. Kuzothi kanti kubuzwa kubantu bangakhohlakali ongoti, omakadebona. Banolwazi oseluhloliwe lwathenjwa yisizwe. Isahluko sesibili kubhekwa umuzi wesiZulu njengekhaya akhulela kulo umntwana. Ikhaya ngokwalo lingumqeqeshi isibili. Abantwana bafunda ekhaya ukuhlonipha abanye kanye nabadala. Uhlonze lwekhaya lubonakala kumntwana okhuliswe yilo. Asifiki isikhathi lapho abantu bethi: “Lokhu kwakhulela esimpontshini njengephela.” Kulesi sahluko kubhekwa izindlu nokubaluleka kwazo. Kubhekwa uthango, isibaya nemithetho yokusingatha lezi zakhiwo. Kusekhaya lapho abantwana befundiswa ngezimakade ezinjengoMvelinqangi noNomkhubulwana. Kulesi sahluko abantwana bafundiswa ngenhlonipho yempahla, izinkomo nezimbuzi. Bafundiswa ngobungcwele bobisi nokuphathwa kwalo. Imfundiso ihamba ize iyofika ebulongweni imbala. Nabo buphathwa ngenhlonipho njengobisi. Kulesi sahluko kubukwa ukuphathwa kwamanzi phakathi komuzi wesiZulu. Abantwana bafundiswa ukungahambi ebusuku funa badibane nemimoya efuqayo. Abantwana bafundiswa inhlonipho yokungabizi amagama abantu abadala. Bafunda nokuthakazela okusigcwalisa nswi isiZulu. Isahluko sesithathu sigxile endlini kagogo njengesizinda okhalweni lokukhaliphisa abantwana. Kukule ndlu lapho abantwana beqoqana khona ngezintambama bezofunda ubuchwepheshe kuninakhulu. Yiyo le ndlu eyisizinda sezinganekwane, iziphicaphicwano, imidlalo yokufunda ukubala izinyoni. Kukuyo le ndlu lapha abantwana befundiswa khona imilolozelo yokuthulisa abantwana. Abantwana bafundiswa ngabathakathi nemikhovu. Isahluko sesine sibheka imidlalo yabantwana njengesu lokubakhulisa. Kunezinhlobo eziningi zemidlalo ekhulisa imiqondo yabantwana. Kulesi sahluko kubalwa okhelekhele, ukubala izinyoni njengomdlalo. Ukudla iphaphu kungumdlalo omkhulu wabafana ekwaluseni. Abantwana bafundisana ukuzingela amabuzi neminye imidlalo. Isahluko sesihlanu silandela abafana ekwaluseni nalapho behlangana nezinyoni. Abafana bafunda ngezinyoni ezingadliwa nezidliwayo. Kufundwa ngomthelela wezinyoni esintwini. Ezinye zingabahlonzi bezikhathi, zibikezela ihlobo. Zivusa omame ukuba batshathe amakhuba bayolima. Kubukwa nendlela ezizalela ngayo. Lezo zinyoni ziwondla ngani amaphuphu azo. Ezinye izinyoni ziphila ngokusizana ekufukameleni amaqanda nasekondleni amaphuphu. Kukhona ezinye izinyoni ezidla ezinye. Ezinye zilusizo, zilayela abafana izinyosi. Kunezisho nezaga zesiZulu ezisuselwa ezinyonini. Isahluko sesithupha siyingqikithi yalolu cwaningo. Kubukwa abantwana bengena ezigabeni ezehlukene, bengena ngemigidi nangamasiko. Kulesi sahluko kubalwa ukuklekla namasiko okukusingatha. Kulesi sahluko kukhulunywa ngesiko lokusukula. Lisingathwa kanjani leli siko. Abantwana balandelwa base bakhule, amantombazane aphuke. Uma intombazane yephukile, isingathwa kanjani imicimbi yalokho kwephuka. Uma umfana eshaywe izibuko, kwenziwa njani ukusingatha leyo micimbi. Isahluko sesikhombisa kubukwa abantwana baze bakhule. Uma sebekulesi sigaba babe sebexibulana beshelana belungisela ukuganana. Kukhulunywa ngamacece ahlanganisa abasha. Abantwana bakhula phansi kweso elibukhali lamaqhikiza uma bengamantombazane. Bakhula phansi kweso elibukhali labanewabo uma bengabafana. Abantwana bafundiswa indlela yokuziphatha uma benosofasilahlane babo. Isahluko sesishiyagalombili siveza isihlaziyo lapho kuhlaziywa khona ucwaningo. Kuvezwa nezincomo ezingalandelwa ukuvula amehlo omphakathi ukuze usizakale ezinkingeni zawo. Izincomo zikhuthaza kakhulu umuzi oNsundu ukuba unamathele emagugwini awo okuyindlela amasiko nenkolo yoMdabu ukuze kuthi noma beqhuba ngendlela yesilungu kodwa bangakulahli okwakubo okuyindlela yawokhokho babo. Kulesi sahluko kubesekuboshwa onke amafindo abengakaboshwa. Aboshwa aqiniswe kube isiphethiwe-ke imbenge.
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- Chapter one outlines the aim of the study, research design and the statement of problem. It further explains the methods of research that will be used. A theoretical background is discussed to clarify the research problem. Chapter two gives the background to the study of vowels in Sesotho and isiZulu. Highlights through vowel charts have been displayed to show positional differences. Chapter three concentrates on the origin of SeSotho and isiZulu vowels phonemes. It further looks at the historical background of the close vowels and the alternating roles of vowels [u] and [i] in different languages. Chapter four deals with the nature of Sesotho close vowels and isiZulu close vowels. A comparisons in terms of the origin of close vowels is conducted in this chapters. Chapter five examines the role of close vowels in the juxtaposed lexemes. The role of close vowels has been analysed in both SeSotho and isiZulu languages. Chapter six looks at terminative phonemes in deverbatives in both languages in question. A schematic representation of dernorphernized isiZulu I-a-I and SeSotho I-a! phonemes in syntactic construction is also investigated. Chapter seven concludes by summarizing the main findings of this study and it also suggests recommendations for future research.
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