Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal Sosio-Didaktika: Social Science Education Journal International Journal of Humanities Education and Social Sciences Indonesian Journal of Education and Social Studies
Mohammed Xolile Ntshangase
University of Limpopo
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
The State Of Quality Of Teaching And Learning In Higher Education in South Africa: The Misalignments Nkarhi Excellent Mathebula; Mohammed Xolile Ntshangase; Selina Ramapela; Ronnie R. Maceke
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 5 No 4 (2026): IJHESS FEBRUARY 2026
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v5i4.1826

Abstract

In the absence of adequate funding, the emphasis on enrolling a significant number of students in higher education sector often takes precedence over ensuring effective teaching and student achievement. Addressing persistent challenges such as improving academic outcomes, reducing university dropout rates, and maintaining access to quality higher education remains a critical concern in the sector. Even though admission to post-secondary education has increased, student success rates have not shown corresponding improvement. This qualitative study applied growth model theory to examine and evaluate the efficiency of tertiary education in South Africa. This research aimed to investigate the hurdles experienced by tertiary institutions in their efforts to produce graduates of high calibre. The research was guided by the question: How can misalignments within the education sector be addressed to enhance efficiency in higher education? The study sample comprised ten first-year undergraduate students. The research applied semi-structured interviews to gather evidence and thematic analysis was conducted to analyse data. In conclusion this study argues that in efforts to provide education to numerous previously disadvantaged groups, quality is often compromised in favour of quantity, creating an "articulation gap" Student unpreparedness represents a significant barrier to academic success, often resulting in high dropout rates or prolonged degree completion
The Exploration Of The Implication Of Digital Currency Adoption And Monetary Policy Effectiveness Ntombelanga Phenicia Qithi; Sibonangaye Dick Nkalanga; Mohammed Xolile Ntshangase
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 5 No 5 (2026): IJHESS APRIL 2026
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v5i5.2259

Abstract

The rapid increase in digital currencies including Central Bank Digital Currencies (CBDCs) and decentralized cryptocurrencies has globally created new opportunities and challenges for monetary policy frameworks. This paper discusses the various effects of digital currency usage on the efficiency of monetary policy and analyzes the way these evolutions hamper or support the traditional transmission mechanisms of monetary policy, the change on the operational abilities of central banks, as well as the impact on financial stability. In terms of methodology, this study adopted desktop qualitative research methods. By means of a thorough review of the literature of the newest empirical and theoretical studies (2020, 2026), combined with a qualitative analysis of policy documents and case studies from the major economies, this study uncovers the most important ways through which digital currencies change the results of monetary policy. The evidence indicates that although CBDCs provide better policy transmission and financial inclusion possibilities, they at the same time bring about the risk of bank disintermediation and an increase in capital flow volatility. On the other hand, cryptocurrencies reveal the effects of these policies on effectiveness as being both positive and negative, in that an increasing use of them may lead to the weakening of traditional monetary aggregates while at the same time bringing new dimensions of financial innovation. By merging the latest findings from different fields, this paper adds a new perspective to the ongoing discussion concerning digital monetary systems. The paper also highlights the necessity of designing flexible regulatory frameworks that support innovation while also ensuring the overall stability of the system.
The implications of holding a Postgraduate Certificate in Education versus a B.Ed. qualification in finding employment at Bohlabela District, Manyeleti Circuit, Mpumalanga Province, South Africa Mohammed Xolile Ntshangase; Nkarhi Mathebula; Mbongiseni Michael Buthelezi
Sosio-Didaktika: Social Science Education Journal Vol. 12 No. 2 (2025)
Publisher : Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/sd.v12i2.45281

Abstract

Educators’ qualifications are of two types in South Africa, while the common one is a 4-year Bachelor of Education (B.Ed) those who already have graduated with other degrees enrol for a 1-year Postgraduate certificate (PGCE) for those who have already graduate with other degrees  . The problem of PGCE teachers is that they are not well grounded in pedagogics like B.Ed ones. This problem gets compounded as the pass-rate declines in schools with more PGCE teachers than B.Ed qualified ones. The purpose of this study is to explore the factors beyond the decline in pass-rate within the schools where there are more PGCE teachers than B.Ed teachers. This study sampled 11 participants comprised of 5 PGCE teachers, 5 B.Ed teachers, and 1 circuit manager from Manyeleti circuit in Mpumalanga province of South Africa, for semi-structured interviews. This study adopts social learning theory, and it marks its contribution to literature by giving some insights on the negativity of preferring one kind of qualification in terms of employment instead of embracing the diversity. Findings entail that PGCE teachers are unreasonably favoured in Mpumalanga province and that contributes to low pass-rate. Then, data will hereby be thematically analysed during this explorative study. Keywords: PGCE; B.Ed; pedagogics; pass-rate; employment
Adult Learners’ Perceptions of Teaching Portfolios: Reflection, Motivation, and Identity Development in Community Education Mohammed Xolile Ntshangase; Nkarhi Excellent Mathebula; Ronnie Risimati Maceke; Kingley Chinaza; Isaac Zachariah
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.14589

Abstract

This study examines adult learners’ perceptions and experiences of teaching portfolios in Community Education and Training (CET), focusing on their potential to support reflection, academic growth, motivation, confidence, and learner identity. The study used a qualitative design involving ten adult learners and three facilitators. Data were generated through semi-structured interviews and non-participant classroom observations and analyzed through data condensation, data display, and data verification. The findings identified five interconnected themes. Teaching portfolios supported learners’ reflection and academic growth by enabling them to review their work and recognize progress. They also strengthened motivation, confidence, and learner identity; however, literacy difficulties, limited instructional time, and inadequate learning materials constrained engagement. Facilitator scaffolding, explicit guidance, and constructive feedback were central to meaningful portfolio engagement. A further tension emerged between portfolios as developmental learning tools and their use as compliance-oriented assessment requirements. The findings suggest that portfolios can serve as inclusive, developmentally oriented assessment practices when supported by responsive facilitation, accessible learning conditions, and sufficient opportunities for reflection. CET practitioners should therefore prioritize learner support and developmental purposes rather than treating portfolios primarily as administrative requirements.
Co-Authors Isaac Zachariah Kingley Chinaza Mbongiseni Michael Buthelezi Nkarhi Excellent Mathebula Nkarhi Mathebula Ntombelanga Phenicia Qithi Ronnie R. Maceke Ronnie Risimati Maceke Selina Ramapela Sibonangaye Dick Nkalanga