http://hdl.handle.net/123456789/1124 Thu, 09 Sep 2021 22:37:33 GMT 2021-09-09T22:37:33Z http://hdl.handle.net/123456789/1404 Patterns of Persistence: Intergenerational Mobility and Education in South Africa Southern Aafrica Labour and Development Research Unit; Finn, A; Leibbrandt, M; Ranchhod, V How should the correlation between the earnings of parents and children in South Africa be calculated in the presence of high unemployment, and what is the role of education in determining this relationship? We use the first four waves of the National Income Dynamics Study (NIDS) for 2008 to 2014/15, and the 1993 Project for Statistics on Living Standards and Development (PSLSD) to investigate the shape of the association between parental and child earnings across the earnings distribution, and find that the correlation is strongest at the ends of the distribution. We correct for possible biases that arise from co‐resident parent‐child pairs, and from selection into labour market participation in South Africa’s high‐unemployment society. We find that correcting for selection into employment increases the intergenerational elasticity of earnings by approximately 10 per cent. We unpack the role of education in determining the association of intergenerational earnings and find that the impact is strongest at the bottom of the earnings distribution, and that education accounts for approximately 40 per cent of the total intergenerational earnings elasticity. Fri, 01 Jan 2016 00:00:00 GMT http://hdl.handle.net/123456789/1404 2016-01-01T00:00:00Z http://hdl.handle.net/123456789/1258 The Need for a Model to Faciliate Health for Pregnant Learners Attending Secondary Schools in South Africa Matlala, F.S; Nolte, AGW; Temane, M.A The aim of this paper is to point out the need for a model to facilitate health for pregnant learners attending secondary schools in South Africa. It motivates this need by presenting the findings of a study on the exploration and description of the experiences of pregnant learners attending secondary schools in Limpopo Province of South Africa. A qualitative, exploratory, descriptive and contextual design was used to explore experiences of pregnant learners who attended secondary schools in Limpopo Province. Semi-structured interviews were conducted with learners who were pregnant or were at some stage pregnant while attending secondary schools. A purposive sampling was used to select participants and due to data saturation ten learners participated. Data analysis generated six themes and eleven categories 1. identification of pregnant learners 2. continuation of pregnant learners school career 3. dilemmas related to school-attending pregnant learners 4. support of school attending pregnant learners 5. gender in pregnancy caretaking and 6. communication and cooperation between teachers and parents. Pregnant learners revealed themselves while others were identified by their parents and teachers as they attempted to hide their pregnancies. Some pregnant learners continued attending school even when they faced challenges while others dropped out. Pregnant learners received support from teachers and parents but in some cases that vital cooperation between parents and teachers was lacking. It can be concluded that pregnant learners faced health related challenges to continue attending school which requires a health facilitation model to enable pregnant learners to benefit from schooling and have positive health outcomes. Thu, 01 Nov 0014 00:00:00 GMT http://hdl.handle.net/123456789/1258 0014-11-01T00:00:00Z http://hdl.handle.net/123456789/1257 Secondary School Teachers Experiences of Teaching Pregnant Learners in Limpopo Province, South Africa Matlala, S.F; Nolte, AGW; Temane, M.A This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes which are 1. identification of pregnant learners 2. continuation of pregnant learners 3. dilemmas related to school-attending pregnant learners 4. support of school attending pregnant learners 5. gender in pregnancy caretaking and 6. communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling and experiences appositive health outcome. Sat, 01 Nov 2014 00:00:00 GMT http://hdl.handle.net/123456789/1257 2014-11-01T00:00:00Z http://hdl.handle.net/123456789/1256 Exploring Occupational Services Rendered at Public High Schools for Teachers in Vhembe District, Limpopo Ligege, F.J Due to the lack of direct access to Human Resources (HR) offices, most public schools are usually neglected with regards to issues of health and occupational services. Teachers are faced with occupational challenges, such as stress, physical and mental health issues, increased work load, long working hours, unrealistic deadlines, inadequate remuneration, HIV/AIDS,, poor personal financial management and relationship problems. Therefore, this requires teachers to have access to professional occupational service which aim to support and enhance their wellbeing when required. The research study explored on occupational services rendered at rural public high schools for teachers in Limpopo. The qualitative research approach and a case study research design were utilised. A type of non-probability sampling, purposive sampling also known as a judgmental sampling was used to select the research participants. The sample consisted of 19 teachers from two public high schools, who participated in three focus groups. With the various findings from the study and identifying challenges in the various schools, it is evident that the Department of Education, Limpopo needs to prioritise the provision of occupational health services to teachers in the rural areas. Such services are anticipated to enhance the wellbeing of teachers, which is further hoped that learners will benefit from quality education as provided by teachers, impacting positively on the year end outcomes. Tue, 01 Mar 2016 00:00:00 GMT http://hdl.handle.net/123456789/1256 2016-03-01T00:00:00Z