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THE JOURNAL GRANTS TO USERS’ OPEN ACCESS ONLINE OF THE FULL TEXT FROM START OF PUBLICATION - YEAR 1997-ONWARDS VOLUME 38 CONTENTS 2014 VOLUME 38, Number 1 JANUARY 2014
Olawale Fatoki • The Competitive Intelligence Activity of Immigrant Entrepreneurs in South Africa 1-8 DOI: 10.31901/24566756.2014/38.01.01
T. L. Ngidi and N. Dorasamy • Imperatives for Good Governance: A Case Study of the Implementation Batho Pele Principles at Durban Home Affairs Regional Level 9-21 DOI: 10.31901/24566756.2014/38.01.02
Ziska Fields and Christo A. Bisschoff • Developing and Assessing a Tool to Measure the Creativity of University Students 23-31 DOI: 10.31901/24566756.2014/38.01.03
Vuyisile Msila • Critical Thinking in Open and Distance Learning Programmes: Lessons from the University of South Africa’s NPDE Programme 33-42 DOI: 10.31901/24566756.2014/38.01.04
Thamsanqa Thulani Bhengu and Themba Thulani Mthembu • Effective Leadership, School Culture and School Effectiveness: A Case Study of Two ‘Sister’ Schools in Umlazi Township 43-52 DOI: 10.31901/24566756.2014/38.01.05
Livingstone Makondo and Otlina Makondo • Commercial Sex Work and HIV and AIDS: An Onomastic Perspective 53-61 DOI: 10.31901/24566756.2014/38.01.06
Jephias Matunhu and Viola Matunhu • "Early Childhood Education in South African Townshi" A Review of the Implementation of Public Service Reforms by Zimbabwe Revenue Authority (2011) 63-70 DOI: 10.31901/24566756.2014/38.01.07
R. J. Odora • Using Explanation as a Teaching Method: How Prepared Are High School Technology Teachers in Free State Province, South Africa? 71-81 DOI: 10.31901/24566756.2014/38.01.08
Boitumelo Diale, Jace Pillay and Elzette Fritz • Dynamics in the Personal and Professional Development of Life-orientation Teachers in South Africa, Gauteng Province 83-93 DOI: 10.31901/24566756.2014/38.01.09
Alexius Amtaika • The Impact of the 2011 Municipal Elections on Political Realignment in South Africa 95-107 DOI: 10.31901/24566756.2014/38.01.10
Guide to Contributors 109-114
List of Members of Editorial Board 115-116
VOLUME 38, Number 2 FEBRUARY 2014
S. M Kang’ethe and Abigail Makuyan • Orphans and Vulnerable Children (OVC) Care Institutions: Exploring Their Possible Damage to Children in a Few Countries of the Developing World 117-124 DOI: 10.31901/24566756.2014/38.02.01
Tsediso M. Makoelle • Changing Teacher Beliefs and Attitudes towards Inclusion in South Africa: Lessons from Collaborative Action Research 125-134 DOI: 10.31901/24566756.2014/38.02.02
Esther Musengi and Martin Musengi • Oral History of a Pioneer School for the Deaf in Zimbabwe: A Research-based Report 135-144 DOI: 10.31901/24566756.2014/38.02.03
A. K. Tugli, L. I. Zungu, E. K. Klu and D. Ramathuba • Knowledge of Disability Rights and the Social Encounters of Students with Disabilities in a Tertiary Institution in South Africa 145-150 DOI: 10.31901/24566756.2014/38.02.04
D. A. Odoi, Lesibana Rafapa and E. K. Klu • Negotiating Social Change in Tsitsi Dangerembga’ Nervous Conditions 151-158 DOI: 10.31901/24566756.2014/38.02.05
Sultan Shujja, Mohsin Atta and Jawwad Muhammad Shujjat • Prevalence of Bullying and Victimization among Sixth Graders with Reference to Gender, Socio-economic Status and Type of Schools 159-165 DOI: 10.31901/24566756.2014/38.02.06
M. Kurebwa and N. Wadesango • "Early Childhood Education in South African Townshi"Effects of Pre-Schools on Performance of Grade 1 Pupils: A Case Study of Gweru Urban Primary Schools in Zimbabwe 167-173 DOI: 10.31901/24566756.2014/38.02.07
Vimbi P. Mahlangu • Strategies in Managing Township Schools in South Africa: Management through Partnerships 175-183 DOI: 10.31901/24566756.2014/38.02.08
Sitwala Imenda • Is There a Conceptual Difference between Theoretical and Conceptual Frameworks? 185-195 DOI: 10.31901/24566756.2014/38.02.09
Mabatho Sedibe, Kevin Feldman and Meahabo Magano • Promoting an Awareness of Cultural Diversity through Social Development as a Learning Outcome in Grade 7 Life Orientation 197-204 DOI: 10.31901/24566756.2014/38.02.10
K.D. Ige and F.H. Nekhwevha • Causal Attributions for Poverty among Low Income Communities of Badia, Nigeria 205-218 DOI: 10.31901/24566756.2014/38.02.11
VOLUME 38, Number 3 march 2014
V. Naidoo and G. Mutinta • An Investigation into Service Quality Delivery at the University of KwaZulu-Natal 219-229 DOI: 10.31901/24566756.2014/38.03.01
Mulugeta F. Dinbabo • Contractual Relationships between Indigenous Community Based Organizations (CBOs) and the Community: Empirical Evidence from Ethiopia 231-240 DOI: 10.31901/24566756.2014/38.03.02
Narainsamy Naidu and Kudzai Chinyoka • Female Child Labourers in Zimbabwe: A Challenge to Achieving the Millennium Development Goals 241-246 DOI: 10.31901/24566756.2014/38.03.03
R. J. (Nico) Botha • Knowledge Beliefs and Problem-solving Capabilities among South African School Principals 247-253 DOI: 10.31901/24566756.2014/38.03.04
Clever Ndebele • Approach towards the Professional Development of Academics as Espoused in Institutional Policy Documents at a South African University 255-269 DOI: 10.31901/24566756.2014/38.03.05
Dhanasagaren Govindasamy Naidoo and Nithi Muthukrishna • Teachers’ ‘Small Stories’ About Curriculum Reform in South Africa: ‘Square Peg in a Round Hole’ 271-282 DOI: 10.31901/24566756.2014/38.03.06
Solomon Arulraj David • Economic Globalisation and Higher Education Transformation: Comparing the Trends in the States, Kerala and Tamil Nadu of India 283-292 DOI: 10.31901/24566756.2014/38.03.07
M. I. Kola and S. G. Pretorius • Academic Managers’ Attitudes towards Key Employment Equity Determinants in Attaining Diversity Initiatives in South African Universities 293-305 DOI: 10.31901/24566756.2014/38.03.08
Laitonjam Valentina and Ritu Singh • Guidance Needs of Adolescents: Reflections from Their Type of Family 307-311 DOI: 10.31901/24566756.2014/38.03.09
Vimbi P. Mahlangu • The Effects of Toxic Leadership on Teaching and Learning in South African Township Schools* 313-320 DOI: 10.31901/24566756.2014/38.03.10
Rosemary Chimbala Kalenga and Vitallis Chikoko • The State of Inclusion in One South African Primary School: Evidence from the School Principal 321-331 DOI: 10.31901/24566756.2014/38.03.11
Index 333-334
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