Browsing by Subject "collaboration"
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- ItemOpen AccessChallenges facing primary school educators of English Second (or other) Language learners in the Western Cape(2009) O'ConnorI, Julie; GeigerII, MarthaWe were prompted by the prevalence of English Second or Other Language (ESOL) learners identified by educators as having language disorders and being referred for Speech-Language Therapy. We describe challenges faced by Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area who were working with such learners. Applying a mixed-methods descriptive design, a self-administered questionnaire and three focus groups were used for data collection. Educator perceptions and experiences regarding ESOL learners were described. Some participant educators at schools that were not former Model C schools had large classes, including large proportions of ESOL learners. Furthermore, there was a shortage of educators who were able to speak isiXhosa, the most frequently occurring first (or home) language of the region's ESOL learners. Challenges faced by educators when teaching ESOL learners included learners' academic and socio-emotional difficulties and a lack of parent involvement in their children's education. Participant educators indicated a need for departmental, professional and parental support, and additional training and resources. Implications and recommendations for speech-language therapist and educator collaborations and speech-language therapists' participation in educator training were identified.
- ItemOpen AccessCollaborative inclusion in South African restaurants: a case study on disability and accessibility(2025) Mailovich, Annami; Bam, Armand; Hamann, RalphThe study explores social inclusion barriers faced by people with disabilities in the hospitality industry and solutions to promote inclusion. Moreover, the study draws attention to an industry where exclusionary practices typically deprive people with disabilities of full participation in social activities and contributes to the literature on collaboration in design thinking. Using design thinking as a collaborative and inclusive innovation process between disabled and nondisabled participants in a two-day workshop, it describes the co-creation of solutions to overcome information barriers for disabled restaurantgoers. Removing these barriers equips disabled restaurant patrons with the information needed to make informed decisions to partake in social settings where physical barriers are commonplace. This qualitative study employed a single instrumental case study design, gathering data through interviews and observations and is analysed using Braun and Clarke's six-step framework. The findings are presented as three themes: First, inclusivity creates a welcoming setting in design thinking workshops by coupling accessibility with diversity. Second, resilience is critical in overcoming collaboration barriers and normalising accessibility among disabled and nondisabled participants. Third, synergy, forged by collaboration and efficient communication, shows the impact of collaborative efforts in fostering inclusivity and, ultimately, achieving social inclusion. Ethical considerations prioritised participant autonomy through transparent communication and incorporated their views in the development of the study through exploratory conversations. Based on these findings, this study contributes practical guidelines to improve accessibility innovations practitioners and organisations serving people with disabilities could apply.
- ItemOpen AccessCollaborative open textbook creation: Perspectives on student involvement(Digital Open Textbooks for Development, 2022-10) Cox, Glenda; Willmers, Michelle; Masuku, BiancaThis is a presentation given by members of the Digital Open Textbooks for Development (DOT4D) initiative at the Open Education Conference in October 2022.
- ItemOpen AccessCommunity development and working with the UCT Knowledge Co-op: a community worker's perspective(2011) UCT Knowledge Co-opThis is a summary of an interview with a community worker about her experiences of community development – and of using UCT to help her in some of this work.
- ItemOpen AccessDecolonizing Learning in the Global South: Opportunities and Challenges in Higher Education(Digital Open Textbooks for Development, 2022-10) Cox, Glenda; Masuku, Bianca; Willmers, MichelleA panel presentation for the Open Education Conference 2022 by the Digital Open Textbooks for Development (DOT4D) team at UCT with collaborators from Yusuf Maitama Sule University in Kano, Nigeria and Chinoyi University of Technology in Zimbabwe.
- ItemOpen AccessDetermining stillbirth data reporting systems in Africa(2025) Gumede, Simphiwe W; Maswime, Salome; Kinney, Mary; Pule, MosonngwaBackground Stillbirths are an important public health concern, with an estimated 1.9 million stillbirths occurring globally each year, more between 2020-2021 data. However, the recording, investigation, and classification of stillbirths vary across countries, leading to inconsistencies in data collection and analysis. This study aimed to assess the current data systems and practices regarding stillbirth recording, data collection, analysis, and utilization in African countries. Study design The study used a descriptive research design with a quantitative approach, involving the surveillance of national data systems and other existing systems in African countries. Method The study was undertaken in African countries by University of Cape Town in collaboration with the Africa Centres for Disease Control and UNICEF. The study involved a survey of the national data systems recording stillbirths in the African countries and other reporting systems that countries use. Results A survey of 55 African countries (34 respondents) revealed critical insights into stillbirth reporting and data management. Among responding countries, 76% defined stillbirth using a gestational age threshold of ≥28 weeks, while 48% used a birth weight criterion of ≥1000 grams. Significant policy gaps were identified: 47% lacked mandates for stillbirth classification, and only 57% integrated stillbirth targets into national health strategies. Despite 88% of countries routinely collecting stillbirth data, methods varied (paper-based vs. digital), and 54% reported no data quality assessments in the past decade. Classification systems for causes of death varied, with ICD-PM and ICD-10 each used by 35% of countries. Nurses/midwives were primarily responsible for data entry (73%), yet challenges persisted, including inadequate health worker capacity (53%) and poor infrastructure (42%). Only 42% of countries disseminated stillbirth reports publicly, often relying on aggregated tables rather than interactive formats. Regional disparities underscored systemic issues in healthcare access, data standardization, and governance, emphasizing the urgent need for policy harmonization and strengthened health information systems. Conclusion The persistent inconsistencies in the recording, investigation, and classification of stillbirths and perinatal deaths across African countries-evident in different gestational age (20-28 weeks) and birth weight thresholds (<500g to <1000g), ambiguous civil registration laws (82% of countries), and fragmented national policies (only 27% with stillbirth-specific targets) highlight an urgent need for standardised definitions and consistent legal frameworks. These gaps perpetuate unreliable data, obstructing targeted interventions and accountability mechanisms. To address this, governments must adopt WHO-aligned criteria, integrate stillbirth reduction into national health strategies, and strengthen cross-sector collaboration for robust civil registration systems. Prioritizing these steps, alongside research into context-specific barriers (e.g., stigma, resource limitations), will not only improve data accuracy but also catalyse actionable insights to reduce preventable stillbirths and advance maternal and newborn health outcomes globally.
- ItemOpen AccessDigital Open Textbooks for Development: Collaborative, sustainable models for transformation and student involvement(Digital Open Textbooks for Development, 2022-06) Cox, Glenda; Willmers, MichelleThis is a panel presentation from the Siyaphumelela Conference that took place in June 2022 titled “All About OER Textbooks”
- ItemOpen AccessDigital Open Textbooks for Development: Collaborative, sustainable models for transformation and student involvement(Digital Open Textbooks for Development, 2022-06) Cox, Glenda; Willmers, MichelleThis is a panel presentation by the Digital Open Textbook for Development (DOT4D) initiative members Dr Glenda Cox and Michelle Willmers at the Siyaphumelela Conference in June 2022.
- ItemOpen AccessDigital open textbooks for social justice: Collaboration and student co-creation(Digital Open Textbooks for Development, 2023-03) Cox, Glenda; Masuku, Bianca; Willmers, MichelleThis is a presentation by members of the Digital Open Textbooks for Development (DOT4D) initiative, Dr Glenda Cox, Bianca Masuku and Michelle Willmers, at the UCT Open Textbook Conversation event as part of Open Education Week in March 2023.
- ItemOpen AccessDoes the DHET research output subsidy model penalise high-citation publication? A case study(2016) Harley, Yolande X; Huysamen, Esmari; Hlungwani, Carlette; Douglas, TaniaAbstract South African universities are awarded annual subsidy from the Department of Higher Education and Training (DHET) based on their research publication output. Journal article subsidy is based on the number of research publications in DHET-approved journals as well as the proportional contribution of authors from the university. Co-authorship with other institutions reduces the subsidy received by a university, which may be a disincentive to collaboration. Inter-institutional collaboration may affect the scientific impact of resulting publications, as indicated by the number of citations received. We analysed 812 journal articles published in 2011 by authors from the University of Cape Town’s Faculty of Health Sciences to determine if there was a significant relationship between subsidy units received and (1) citation count and (2) field-weighted citation impact. We found that subsidy units had a significant inverse relationship with both citation count (r= -0.247; CI = -0.311 – -0.182; p less than 0.0001) and field-weighted citation impact (r= -0.192; CI= -0.258 – -0.125; p less than 0.0001). These findings suggest that the annual subsidy awarded to universities for research output may inadvertently penalise high-citation publication. Revision of the funding model to address this possibility would better align DHET funding allocation with the strategic plans of the South African Department of Science and Technology, the National Research Foundation and the South African Medical Research Council, and may better support publication of greater impact research.
- ItemOpen AccessFrom borders and landscape to ecosystem: reconfiguring library services to meet the needs of South African youth(University of Stellenbosch, 2013) Hart, Genevieve; Nassimbeni, MaryIn this article we consider the configuration of the South African library and information services (LIS) sector, and analyse the extent to which its structuring facilitates or hinders optimum service to the children and youth of South Africa. The background to our investigation is the crisis in public schooling and the plight of South African youth who suffer disproportionate rates of poverty and unemployment. In our investigation we examine the planning and practice in two new libraries one a community library, and one a joint-use library for learners and local residents in an effort to establish the extent to which libraries may partner with schools to take advantage of new thinking that recommends a whole system approach, encapsulated in the metaphor of LIS as an ecosystem. We conclude that this new approach might generate models of service delivery that transcend boundaries that traditionally delineate and confine sub-sectors in the LIS sector.
- ItemOpen AccessInclusivity, collaboration and student co-creation: Open textbook production models for social justice(Digital Open Textbooks for Development, 2022-03) Cox, Glenda; Masuku, Bianca; Willmers, MichelleThis is a presentation by the DOT4D project for Open Education Week in March 2022
- ItemOpen AccessInnovation & intellectual property: collaborative dynamics in Africa(UCT Press, 2014) De Beer, Jeremy; Oguamanam, Chidi; Schonwetter, Tobias; Sowa, Izabella; Holman, Kristen; Kawooya, Dick; Dagne, Teshager; Adewopo, Adebambo; Chuma-Okoro, Helen; Oyewunmi, Adejoke; Ouma, Marisella; Cocchiaro, Gino; Lorenzen, Johan; Maister, Bernard; Rutert, Britta; Rizk, Nagla; Sihanya, Ben; Mgbeoji, Ikechi; Dos Santos, Fernando; Pelembe, Simão; Awad, Bassem; Abou Zeid, Perihan; Ncube, Caroline; Abrahams, Luci; Akinsanmi, Titi; Belete, Wondwossen; Ama, Njoku; Armstrong, Chris; De Beer, Jeremy; Armstrong, Chris; Oguamanam, Chidi; Schonwetter, TobiasIn the global knowledge economy, intellectual property (IP) rights – and the innovations they are meant to spur – are important determinants of progress. But what does this mean for the nations of Africa? One view is that strong IP protection can facilitate innovation in African settings. Others say that existing IP systems are simply not suited to the realities of African innovators. This book, based on case studies and evidence collected through research across nine countries in Africa, sheds new light on the complex relationships between innovation and intellectual property. It covers findings from Egypt, Nigeria, Ghana, Ethiopia, Uganda, Kenya, Mozambique, Botswana and South Africa, across many sites of innovation and creativity including music, leather goods, textiles, cocoa, coffee, auto parts, traditional medicine, book publishing, biofuels and university research. Various forms of intellectual property protection are explored: copyrights, patents, trademarks, geographical indications and trade secrets, as well as traditional and informal mechanisms of knowledge governance. The picture emerging from the empirical research presented in this volume is one in which innovators in diverse African settings share a common appreciation for collaboration and openness. And thus, when African innovators seek to collaborate, they are likely to be best-served by IP approaches that balance protection of creative, innovative ideas with information-sharing and open access to knowledge. The authors, who come from a range of disciplines, are all experts in their fields, working together through the Open African Innovation Research and Training (Open A.I.R.) network.
- ItemOpen AccessInnovation linkages between formal & informal sectors(2014) Open A.I.R. NetworkThis Briefing Note highlights the findings from Open A.I.R. researcher Dr. Dick Kawooya's study of innovation dynamics in the automotive engineering sector of Uganda's capital city Kampala. Kawooya found evidence of strong collaboration between formal-sector academics at Makerere University and informal-sector artisans, with a high degree of sharing of intellectual property (IP). The Briefing Note also provides recommendations to African informal-sector innovators and policymakers, information on other research, and recommended further reading.
- ItemOpen AccessInvestigating a tripartite collaboration between accounting firms, teachers and prospective accounting learners for growing the accountancy pipeline: a case study from Makhanda(2025) Mrubata-Mhlebi, Nomahlubi; Miller, TarynThe accounting profession is experiencing a concerning decline in the number of people joining the profession. This is evidenced by decreasing enrolments in entrance examinations, smaller classes in university lecture theatres and the discontinuation of accounting classes in many high schools. Yet, the significance of this profession cannot be overstated in its role in fostering a robust local economy and providing its members access to a quality of life which surpasses that of the average individual. This study is qualitative in nature and follows a two-phase approach, firstly, using semi-structured interviews to collect data from a sample of twenty learners and six schools from four quintile three schools in Makhanda. The second phase required semi-structured interviews with participants from four accounting firms using the analysed data from phase 1 as a base. The theory of social justice is used as a lens to answer the following research question: How can the accounting profession, prospective accounting learners and their teachers collaborate to grow the pipeline of prospective accountants? Among others, the study finds that learners and firms can collaborate through school prize giving, formalised school visits and tailored career fairs. Teachers and firms can collaborate through the development of teaching and learning material and through firms acting as advisors when needed. The study is unique in its documentation of solutions that may assist in increasing the pipeline of prospective accountants. The findings of the study may be useful to academics and professionals concerned with the declining pipeline into the profession and those responsible for promoting the profession.
- ItemOpen AccessManaging benefits from Traditional Knowledge (TK)(2014) Open A.I.R. NetworkThis Briefing Note highlights the findings from Open A.I.R. research into the workings of the bio-cultural community protocol (BCP) and traditional knowledge commons, or "TK commons" established by the Kukula Traditional Health Practitioners Association in the Bushbuckridge region of northeastern South Africa. The Note also provides recommendations to African TK-holders and policymakers, information on key international protocols relevant to TK access and benefit-sharing, and recommended further reading.
- ItemOpen AccessOpen education and social justice: Collaboration and student co-creation at the University of Cape Town(Digital Open Textbooks for Development, 2023-01) Cox, GlendaThis is a presentation by the Digital Open Textbooks for Development (DOT4D) initiative's PI, Dr Glenda Cox, at the Worcester Polytechnic Institute in January 2023.
- ItemOpen AccessOpen education and social justice: Future imperatives(Digital Open Textbooks for Development, 2023-05) Cox, GlendaThis is a presentation by Digital Open Textbooks for Development (DOT4D) PI, Dr Glenda Cox, at the Future of Open Education in May 2023.
- ItemOpen AccessOpen education for social justice: Students as partners in transdisciplinary research(Digital Open Textbooks for Development, 2022-11) Cox, Glenda; David, TomThis is a presentation given by the PI of the Digital Open Textbooks for Development (DOT4D) initiative, Dr Glenda Cox and a collaborator, Tom David, at the UNITWIN/ UNESCO Chairs Programme in November 2022.
- ItemOpen AccessOpen Textbook Journeys: Lessons learnt at the University of Cape Town(Digital Open Textbooks for Development, 2022-11) Cox, Glenda; Masuku, BiancaThis is a presentation by members of the Digital Open Textbooks for Development (DOT4D) initiative, Glenda Cox and Bianca Masuku, for the European Network of Open Education Librarians (ENOEL) in November 2022.