Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Witness Maluleke
Unknown Affiliation
Religion Humanities Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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

Found 4 Documents
Search

 1 
THE ILLEGAL TRADING (RED MARKET) OF MEDICINAL PLANTS IN SOUTH AFRICAN RURAL AREAS: A SCOPING REVIEW Witness Maluleke; Nyiko Faith Shibambu
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 4 (2024): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i4.1858

Abstract

The widespread of illegal trading (Red market) of medicinal plants has reached a concerning phase in South Africa rural areas. This prohibited practice involves a global black market for instant monetary gain, usually committed by illegal collections and sales of these plants, fuelling their scarcity. Therefore, the objective of this study was to explore the illegal trading of medicinal plants in South African rural areas. This qualitative scoping review was supported by the 2005 adapted version of the methodology framework by Arksey, Hilary & O’Malley, Lisa of 2005 to search for relevant studies from notable databases and internet sources, focusing on South African rural areas and other international countries, optionally. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) will be used for data analysis, supported by the inductive Thematic Content Analysis (TCA).The findings of this study present that the illegal trading of medicinal plants is on the rise in South African rural areas owing to the illegal trading, with the potential criminals reportedly less likely to face consequences of their ill actions and the greatest factor of their scarcity is attributed to this practice, with less efforts offered for greater adequate attention geared towards conservation and safeguarding of these vulnerable plants. It is concluded and recommended that the chain of events of illegal trading should be established closely looking at a period when this illegal action is committed, reported to the selected relevant stakeholders, such as the ‘African National Healers Association (ANHA), Department of Correctional Services (DCS), Department of Justice and Constitutional Development (DoJ & CD), PlantZAfrica, South African Local Government Association (SALGA), South African National Biodiversity Institute (SANBI), South African Police Service (SAPS), who are responsible for the investigation, prosecution, incarceration and rehabilitation of suspected and convicted criminals. Moreover, effective deterrents to this criminality should be further researched to broaden access to justice and strengthen prevention, combating and investigative initiatives by relevant stakeholders in the local government sphere, where towns and surrounding rural areas are going to be accountable for the protection and preservation of heritage.
UNMASKING THE SILENCED VOICES OF GENDER-BASED VIOLENCE AND FEMICIDES IN SOUTH AFRICAN HIGHER EDUCATION INSTITUTIONS JK Lekganyane; LO Mphela; K Chiwarawara; Witness Maluleke
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024): September
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1927

Abstract

Gender-Based Violence (GBV) and femicides within Higher Education Institutions (HEIs) are pervasive, yet often overlooked, problems affecting students and faculty worldwide. The objectives of this study were three-folded, namely; 1) The effects of GBV on victims/survivours, 2) The global recent trends of Gender-Based Violence and femicides, and; 3) The connection between GBV, sexual abuse and silenced students on campus. This qualitative study adopted the non-empirical research design: Systematic review to presents a comprehensive literature study on this phenomenon. The sample data was restricted from 2010 to 2024 (not in sequence). The inductive Thematic Content Analysis (TCA) analysed the collected data, to identified the two (02) study themes, emanating from the reviewed literature studies and the applied theoretical framework (Rational Choice Theory - RTC). This was done to shed light on its multifaceted nature, encompassing physical, psychological, financial and sexual abuse. This study confirmed the alarming cases of GBV and femicides cases within the South African HEIs, the complex dynamics perpetuating various violence were uncovered, including the institutional complicity, power imbalances, and systemic failures. This study also emphasises enduring trauma experienced by survivours and the urgent need for support and failing justice. It is recommended that proactive recommendations for policy reform and awareness campaigns remains essential to enforce efficient campus culture that actively condemns GBV and femicide against students. It is envisaged that by bringing the existing issues forefront can possibly stimulate dialogue, and change can be inducted to ultimately create safe and inclusive educational environments for all interested stakeholders.
READINESS OF LECTURERS TO OFFER ONLINE TEACHING AND LEARNING DURING CORONAVIRUS DISEASE-2019 AT THE UNIVERSITY OF LIMPOPO, SOUTH AFRICA Rivoningo Nyiko; Witness Maluleke
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 3 (2024): May
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i3.1651

Abstract

Understanding the perceptions of lecturers’ readiness to teach online during Coronavirus Disease-2019 (COVID-19) is essential, as their preparedness significantly influences the success of online learning outcomes. In addition, for lecturers to be properly ready for online Teaching and Leaning (T & L), it requires having the necessary skills, competencies, and infrastructures at their positions. Therefore, this study was conducted to determine the readiness of lecturers to offer online T & L during COVID-19 in one of the departments at the University of Limpopo (UL). A qualitative research approach was employed in this study to determine the lecturers’ readiness to offer online T & L. Because there is not much research done at UL regarding the readiness of lecturers to offer online T & L amid COVID-19, this qualitative study was exploratory in nature. The non-probability: Purposive sampling was adopted to select 10 participants. Data was collected using semi-structured Key Informant Interviews (KIIs) conducted by Google Forms and 9 out of the 10 participants completed the interview questions. Inductive Thematic Content Analysis (TCA) was applied to analyse the qualitative data. The findings of the study indicate that a significant number of lecturers experienced a lack of preparedness which was attributed mostly to inadequate training and limited prior experience with online digital platforms such as Blackboard. However, other findings highlight that the university took measures to mitigate the issue of readiness on lecturers by providing comprehensive training programmes. Moreover, the results showcase the need for continuous training and proactive adaptation to online T & L to sustain the readiness and effectiveness of online T & L. The study provides a set of recommendations for the university to enhance online T & L in response to the readiness of lecturers to offer online T & L starting from: The necessity of comprehensive institutional programmes that focus on both technological skills and pedagogical strategies to better equip lecturers, mentorship programmes to support lecturers, regular evaluations of training workshops are suggested and the university is urged to always have contingency plans for T & L and it is also recommended that UL should partner with other institutions to share insights in order to enhance online educational practices.
LECTURERS’ PERCEPTIONS TOWARD ONLINE TEACHING AND LEARNING DURING CORONAVIRUS DISEASE-2019 AT UNIVERSITY OF LIMPOPO, SOUTH AFRICA Witness Maluleke; Rivoningo Nyiko
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 3 (2024): May
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i3.1652

Abstract

The outbreak of Coronavirus Disease-2019 (COVID-19) brought some changes in the Department of Higher Education and Training (DHET), whereby South African Higher Education Institutions (HEIs) had to quickly transition to online Teaching and Learning (T & L). The implementation of online T & L specifically in Historically Disadvantaged Institutions (HDIs) was accompanied by advantages and disadvantages. Many research studies investigate students' perspectives on online T & L, however, there are notable gaps in research concerning lecturers' perceptions on online T & L during COVID-19. Therefore, the aim of this study was to explore lecturers’ perceptions toward online T & L during COVID-19 at University of Limpopo (UL), South Africa. A qualitative research approach was adopted to gather perceptions on this subject, using the permanent staff members attached to the Department of Criminology and Criminal Justice as a case study. This qualitative study employed an exploratory research design due to the limited literature in this area, non-probability purposive sampling was used to select 10 participants. Data was collected using semi-structured Key Informant Interviews (KIIs) conducted by Google Forms and 9 out of the 10 participants completed the interview questions. Inductive Thematic Content Analysis (TCA) was applied to analyse the qualitative data. The results of the study showcase that the online examinations challenges such as students cheating or committing academic misconduct were encountered by the university. The study recommends the university should invest in reliable online proctoring tools that can minimise the manipulation of the assessments offered. Clear policies and guidelines were recommended to maintain online T & L integrity and lastly, the researchers recommend academic workshops that can teach students about the importance of the rules of the examinations and severe punishment if the rules are violated. Overall, the study highlights the value of online T & L and the necessity for ongoing adaptation and support.
Co-Authors JK Lekganyane K Chiwarawara LO Mphela Nyiko Faith Shibambu Rivoningo Nyiko