Current developments in government law and policies have created the hope that people living with a disability will enjoy the same rights and privileges as the nondisabled. Unfortunately, only 2.8% of disabled persons have access to higher education. The aim of this study was to determine if a group of students, living with a physical disability, experienced constraints with regard to access to a South African higher education institution. This study, following a two-phase sequential mixed method approach, consisted of a questionnaire survey, a focus group discussion, and individual interviews. It was found that students living with a physical disability experienced constraints relating to the accessibility of the relevant higher education institution. Since access constraints affect the lives of students living with a disability, it is necessary to provide guidelines to universities on how to address these challenges.

The aim of the study was to identify the personality traits, emotive responses and attitudinal orientation of franchisees. Cattell's 16 Personality Factor Questionnaire, the Personal Profile Analysis of Thomas International and Boshoff's Entrepreneurial Attitude Questionnaire were used. Measurements were obtained in respect of a sample of 80 restaurants belonging to a fast foods franchise. A stepwise discriminant analysis identified statistically significant differences between successful and unsuccessful groups in respect of five factors. Successful franchisees were emotionally more stable and sober·minded, exhibited a higher degree of shrewdness, displayed higher self-esteem. and were more compliant. The Jack-Knife Classification was used in devising a classification table to compare the observed and predicted success rates of franchisees. The study found that the identified five factors could be used to predict the potential success rate of franchisees.

This article explores the budding scholarship related to the decolonisation of the South African curriculum, by making use of third-generation Cultural-Historical Activity Theory (CHAT) as a lens.In the article the authors advocate for the use of indigenous knowledge as a vehicle for curriculum transformation. The article has a binomial nature, in so far that the first section considers the decolonisation of the higher education curriculum through the infusion of indigenous knowledge, by making use of CHAT. The last section reflects on empirical findings of a teacher professional development (TPD) intervention related to epistemological border-crossing between indigenous knowledge and natural sciences. CHAT is especially valuable in indigenous knowledge (IK) research, due to its emphasis on both cultural and historical contexts. In-service natural sciences teachers were assisted in their professional development to better contextualise the school curriculum for culturally diverse learners, through the infusion of indigenous knowledge. The findings reveal that there are tensions between the intended and realised curriculum, and that teacher professional development does not necessarily lead to the transfer of knowledge and skills in the classroom. Using indigenous knowledge as a vehicle to decolonise the curriculum, holds affordances for the rediscovery and appreciation of people's own history, culture, language and identity.

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A pre and post election comparison of the affirmative action policies of South African listed companies

Affirmative action can be described as the enforced empowerment and occupational advancement of historically disadvantaged groups. These disadvantaged groups can only be empowered and occupationally advanced once opportunities for occupational advancement, personal development and an improved quality of life have been created. In this article the influence of the first democratic election of 27 April 1994 on affirmative action policies o f the South African companies listed on the Johannesburg Stock Exchange is investigated. Subsequent to the election a marked increase in the percentage o f listed companies applying affirmative action policies has been observed in respect of occupational advancement and personal development. An increase in the quality of life benefits and facilities made available to all employees is not, however, always evident.