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Technology Transfer to Minimize Concrete Construction Failures

  • Authors: Ekolu, S.O and Ballim Y
  • Date: 2006
  • Subjects: Concrete , Construction failures , Technology transfer , Education , Skills development
  • Language: English
  • Identifier: http://hdl.handle.net/10210/61767 , uj:16842 , Ekolu S.O and Ballim Y. (2006), Technology transfer to minimize concrete construction failures, Proc. 1st Intl. Conf. on Advances in Engineering and Technology, Entebbe, Uganda, July 2006, 91-98.
  • Description: Abstract: The use of concrete in developing countries is rapidly growing. There is however, a strong possibility that its increasing application as a construction material is likely to be accompanied by increase in incidents of construction failures. Such are problems that have been experienced by many countries during infancy of the concrete industry. Concrete construction is resource intensive and construction failures come with signifi-cant economic costs, loss of resources and sometimes, fatalities. For sustainable devel-opment in Africa, countries cannot afford to incur waste of resources and enormous expenses from failures that occur especially in avoidable circumstances. Although re-search in concrete technology is growing rapidly and faces many challenges associated with skills and technological expertise, an important contributor to failure is that there is much existing knowledge that is not adequately applied. The reason for this redundant knowledge base is inadequate technology transfer to all levels of the work force – from design engineers to the concrete work team at the construction site. This paper explores some of the barriers to effective technology transfer and considers ways of dealing with this problem in developing countries. Also presented is a case study of a recent fatal col-lapse of a new reinforced concrete building under construction in Uganda.
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Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa

Status of geoinformatics education and training in Sub-Sahara Africa : initiatives taken and challenges

  • Authors: Sumari, N.S. , Shao, Z. , Van Genderen, J.L. , Musakwa, W. , Ujoh, F. , Washaya, P. , Gumbo, T.
  • Date: 2019
  • Subjects: Sub-Sahara Africa , Education , Training
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/400010 , uj:33365 , Citation: Sumari, N.S. et al. 2019. Status of geoinformatics education and training in Sub-Sahara Africa : initiatives taken and challenges.
  • Description: Abstract: It has been more than twenty-five years since the World Bank published its comprehensive report on “Guidelines for Education and Training in Environmental Information Systems in Sub-Saharan Africa: Some Key Issues”. Since this report was published, there have been considerable improvements in the region on implementing many of the actions proposed in that report relating to education, training and technology transfer. This paper presents an update on some of the activities that have taken place since the report was published and provides details on the current situation in the region. The paper shows how organizations such as the African Association on Remote Sensing of Environment (AARSE), the International Society of Photogrammetry and Remote Sensing (ISPRS), the European Association of Remote Sensing Companies (EARSC), the Group on Earth Observation (GEO), as well as several others have helped to increase the manpower resources in the region and strengthened the institutional capacity in the field of Geoinformatics, by means of capacity building, technology transfer, international cooperation and through the provision of internal African resources. After reviewing what has happened in the field of Geo-Informatics education and training, we focused on current initiatives taken and challenges in five Sub-Saharan countries namely, Ethiopia, Nigeria, South Africa, Tanzania and Zimbabwe. We reviewed GIS education and training in the private sector, government, information communications technology in higher education institutions, GIS application areas and challenges facing GIS education and training. The paper concludes that, change should involve education stakeholders such as students, teachers/instructors in all level of education. Sub-Saharan Africa countries should focus on improving the quality of the curriculum, strengthening international and regional cooperation by the means of exchange programmes to improve education and training in Geoinformatics.
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Use of BIM at higher learning institutions : Evaluating the level of implementation and development of BIM at built environment schools in South Africa

  • Authors: Pillay, Nischolan , Musonda, Innocent , Makabate, Choeu
  • Date: 2018
  • Subjects: BIM , AEC , Education
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/279302 , uj:29992 , Citation: Pillay, N., Musonda, I. & Makabate, C. 2018. Use of BIM at higher learning institutions : Evaluating the level of implementation and development of BIM at built environment schools in South Africa.
  • Description: Abstract: The introduction of Building Information Modelling (BIM) into the Architecture, Engineering and Construction industry (AEC) has completely revolutionized how we design and construct buildings. BIM shows significant positive changes for the consulting industry in terms of reducing errors, understanding buildings, realistic visualization, clash detection amongst other remarkable features. However, BIM is an ongoing course of complex processes and it is important that users are kept in the loop of new concepts, processes and workflows. Universities, the world over are making concerted efforts to introduce and implement BIM education for their built environment courses as it has become a component of a professionals practical training. However, it is necessary to determine at what level BIM education is being implemented at educational institutions. This research explores how South African built environment schools have implemented BIM in their teaching syllabus and level of implementation. Data was collected using questionnaires from representatives at built environment schools or departments in the public universities. Findings reveal that there is some usage of 2D and 3D CAD in design modules at some universities. However results suggest very little implementation of BIM methods and processes in many universities. This research will be useful for the AEC industry in terms of judging the level of education in the BIM spectrum and can assist with future training of professionals, regarding BIM.
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Aspekte van die ontwikkeling van verantwoordelikheid by adolessente

  • Authors: Fourie, Cornelius Machiel
  • Date: 2014-11-20
  • Subjects: Adolescence , Responsibility , Education , Moral education
  • Type: Thesis
  • Identifier: uj:13012 , http://hdl.handle.net/10210/12898
  • Description: D.Ed. (Psychology Of Education) , In this thesis an effort was made to propose a concept of the development of responsibility during adolescence. The intention, more specifically, was to describe the development of some aspects of responsibility in adolescents who have Afrikaans as mother tongue. The motivation for doing the research was: Firstly, it is an accepted fact that adolescents and youths receive less guidance today from home, church, and community than they did in the past, while guidance to reach adulthood also means guidance to accept responsibility. Secondly, to develop a sense of responsibility, and to fully accept responsibility, are seen as the ultimate aims of education. Thirdly, the different aspects of a sense of responsibility, and the influence of the community and the educational setting on the development of these aspects of responsibility, have not been established yet...
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Teaching ethical behaviour as a remedy for corruption

  • Authors: Suleman, Aamir , Rossouw, Dirk , Bounds, Maria
  • Date: 2019
  • Subjects: Education , Corruption stakeholders , Curriculum content
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/397438 , uj:33032 , Citation: Suleman, A., Rossouw, D., & Bounds, M. 2019. Teaching ethical behaviour as a remedy for corruption.
  • Description: Abstract: Purpose: This study focuses on observations, thoughts and beliefs regarding ethical behaviour and corruption and, more specifically, ethics education as a remedy for corruption. Research: The study employed a quantitative survey design to collect data, using self-administered questionnaires from the respondents. The data were then analysed, using descriptive statistics. Reliability statistics were employed to test the reliability of each construct. An interpretivism research philosophy was adopted as the study sought to further elaborate on and investigate a social phenomenon through deconstructing the perceived views of a selected group of individuals. In addition, a qualitative approach was adopted, as this was identified as the best method to investigate and understand the efficacy of ethical behaviour and its impact on corruption, as it would rely on understanding the complex and undocumented opinions of individuals who were either involved in or had been exposed to curriculum content. Findings: Theorists and research have found that a focus on ethics within education, would probably lead to a decrease in corruption, and that ethics and ethical leadership education need to form part of basic, secondary and tertiary education. Value: The interviews provided rich insight into the understanding of respondents in relation to the impact of ethical leadership on corruption, its successes, failures and criticisms. Conclusion: An increased focus on ethical leadership could therefore result in a decrease in corruption, as an enhanced awareness of ethics through educational institutions would result in more ethical leaders being produced.
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Opvoeding tot verantwoordbare lewenskeuses as wyse van selfhandhawing

  • Authors: Van Heerden, Elna Louise
  • Date: 2014-09-04
  • Subjects: Choice (Psychology) , Assertiveness (Psychology) , Maturation (Psychology) , Education
  • Type: Thesis
  • Identifier: uj:12220 , http://hdl.handle.net/10210/11988
  • Description: M.Ed. , A person constitutes his world and determines to a large extent his happiness by means of choices. The individual find himself in a society with a network of relationships wherein several values and views of life are representative. In this complex structure of views and relationships a person can easily feel unfettered in the midst of choices in respect of which he does not feel ready to take a view. It is against this background that a study was made as to the education of responsible choices as a means of coping. The goal of the study was to investigate the making of choices as a means of coping against the background of a fundamental-agogic perspective. It shall also be endeavoured to highlight the educational implications of the findings and to express same in functional terms. To determine what the underlying basis of a person's daily choices is, it is necessary to determine a person essential characteristics from a universally valid perspective. This essential characteristics are then brought in connection with the ground motives which regulate a person's daily existence. In futherance of the universally valid perspective the motives relating to personal aspects and to other people within the ideological context and how such motives are manifested within the specific context are investigated. In futherance of the fenomenologistic view on choices, it will be shown what the educational requirements are when the exercise of choices takes place. It will also be shown concisely how a lack of choice-awareness may be a contributing factor in socioeducational problem areas for instance misbehaviour and suicide amongst the youth. The most important findings from the above mentioned study are the following: It is the task of the educator to make the educant aware that he has, as a human being, a choice potential and to encourage him to make use of such potential. An awareness of choices as a life-skill should underlie the rational making of choices. A persons options are determined by his specific time-space situation and the parameters of his responsibility. Because of the uniqueness of every person's circumstances rigid directives of choices cannot be fundamentally or universally valid. There are however certain singular core matters which are generally present in the education of choices namely: The possibility of education toward choices exists because the exercise of choices is a conscious mental process. Through choices the educant obtains a share in his growth process and will his helplessness be gradually reduced. A person should exercise choices from within the safe basis of a value structure to experience order and security. When the educator makes the educant aware of his choice-potential, he should also unfold the sense of life to him, because choices one makes in relation to meaning of his existence also determines to a great extent the goals of the other choices which he will make. The educant should obtain the opportunity for making choices in a climate of responsible discipline. By utilizing choices as a life skill, a person can answer to his basic motives and anthropological needs. Because of choices a person can establish himself as somebody and can enter into relationships with the others of his existence being the divine, his fellowman and objects.
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Muslim schools: their formation, development and impact on southern african communities

  • Authors: Haton, Muhammed
  • Date: 2016
  • Subjects: Education , Southern Africa , Educational Development
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/92620 , uj:20249 , Citation: Haton, M. 2016. Muslim schools: their formation, development and impact on southern african communities.
  • Description: Abstract: Though Southern Africa may not be regarded as a multi-religious region as is the case in other parts of the (Western) world, it is among those regions that have adopted an open-door policy towards religious traditions. As a consequence, the regional governments have generally permitted the establishment of private religious educational institutions (such as the Muslim schools). In this presentation the focus intends to be on the Muslim educational institutions with specific reference to the primary/secondary Muslim schools that have been established. Whilst it will reflect on Muslim schools in South Africa as such, it however wishes to specifically zoom in on Botswana where such schools have been around for almost two decades and where they have made an indelible impression on the Gaborone community.
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Attraction, education and retention of technical women in South Africa

  • Authors: Nel, H. , Meyer, J.
  • Date: 2016
  • Subjects: Women in engineering , Education , Retention
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/124127 , uj:20877 , Citation: Nel, H & Meyer, J. 2016. Attraction, education and retention of technical women in South Africa.
  • Description: Abstract: Women engineers form a small but integral part of the South African and global engineering fraternity. The resultant gender disparity in all technical professions presents a significant challenge to women in the sector, as well as to governments, corporates and higher education institutions. If the future of engineering aims to be more gender equitable, the attraction, education and retention of technical women must be understood and addressed effectively. Research was conducted over a two-year period with nine technical women in South Africa to gain a deeper understanding of these factors. The respondents agree that a future exists for women engineers, but that current policies, education structures and financial systems must be restructured to make engineering a more attractive career for women. The paper presents the research findings and strategies for the future education and retention of technical women in the engineering and built environment sectors.
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Equipping 21st Century Construction Graduates: a review of key skills in fostering infrastructural development

  • Authors: Aliu, John , Aigbavboa, Clinton
  • Date: 2016
  • Subjects: Construction Industry , Education , Employability
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/122837 , uj:20712 , Citation: Aliu, J., & Aigbavboa, C. 2016. Equipping 21st Century Construction Graduates: a review of key skills in fostering infrastructural development.
  • Description: The construction industry continues to be a significant part of the global economy and shapes the built environment and quality oflife for people around the world. It is an industry which is regarded as uncertain and continuously changing, requiring the services of competent professionals such as engineers, architects, surveyors amongst others, inthe execution of construction activities to achieve timely results. This inherent complexity that characterizes the construction industry requires, not only graduates possessing a strong academic foundation, but also the right skills to meet up with the challenges. However, the construction industry has been plagued with a shortage of skilled graduates in proffering solutions to emerging problems. This paper aims to identify relevant skills that construction graduates need to possess in order to contribute meaningfully to the future of the building construction industry. A review of relevant literatures was conducted from journals and conference articles from databases including Taylor and Francis online, Springer, Emerald, ASCE, Scopus amongst others. Various skills were identified in the literature which further helped pinpoint the most important ones after a random study across further literatures were conducted. Notable findings from this study revealed that communication, teamwork, technology skills, problem solving skills, individual values, technical skills, leadership, numeracy and adaptability are all essential to construction graduates ahead of the construction industry. The study further makes recommendations to HEI's emphasizing the need to revise their curricula to better prepare construction students for success in the industry. In order to ease the transition from the world of the Higher Education Institutions (HEI) to the world of employment, it is of crucial importance for HEI's to provide university students with on-the-job skills to enable them cope and meet the ever increasing, changing and challenging needs of the construction industry in this 21"1 century and beyond.
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The Tourkokratia, 1453-1830 : as presented in the Greek compulsory education history schoolbooks for the period, 1979-2009

  • Authors: Seitanidis, Anastasios
  • Date: 2012-08-06
  • Subjects: Education , History study and teaching , History textbooks , Greece history , Education (Greece) , Tourkokratia
  • Type: Thesis
  • Identifier: uj:8933 , http://hdl.handle.net/10210/5405
  • Description: M.A. , The present dissertation is divided into three parts. The first and second part consist of the related theoretical background; while in the third part presents the crux of research data, including classification, analysis, records, findings and proposals. Specifically: The research project begins with the introduction which contains challenges that determine the research. What, in 2007, caused the withdrawal of a new history schoolbook in Greece, especially since it had started taking positive comments from the daily press of the country and contained positive presentations and innovations? Nowadays, does the Greek school education remain emphatically national when more and more nations are becoming multicultural and national, economies are becoming increasingly internationalised and the fabric of society, both globally and in Greece, is changing, becoming enriched with diverse cultural, linguistic, national and socio-economic characteristics? This dissertation endeavours to discover all of this. The first chapter of the first part presents the purpose, scope, subjects and methodology of research. This section analyzes the historical period from the Fall of Constantinople (1453) to the establishment of the modern independent Greek state in 1830 ( called Tourkokratia). The historical content is presented as it is in textbooks of compulsory education in Greece and those of Greek education in the Diaspora and then they are identified and compared to one another. Several questions will be asked and considered. For instance, what does every history schoolbook focus on? What is comprehended of the national history in the generations of Greek children to come? What do they promote as imperative knowledge to have and what to ignore? What is the mindset on our national image? And how are the Greeks depicted in contrast with other nations, especially today? What conclusions can be drawn? What proposals can emerge about the study of History in school? This study aims, in addition to the previous analysis, to list the historical facts presented in each textbook and to make a parallel comparison. Also, analysis of new and revised history textbooks (2006-07) allows us to draw conclusions regarding the content, which is given to students in Greece and the Diaspora. A list with details of facts that differentiate the books from their predecessors, especially after the The main sources used for the study are Greek textbooks for the Primary Education, the Lower Secondary Education and the Diaspora, over the last 30 years. The methodological tool of content analysis is chosen using the paragraph as the unit of analysis in the treatment of data. This approach provides more in depth information than what is given by a simple reading of a text. Then, this latent information is extrapolated with the intention of utilizing it for research. The units of analysis and categorization enable a condensation of the text, summarizing it and giving an overview of the performances of the researcher, at the points of interest. In our study, the information utilised from school textbooks was obtained mainly from main texts, exercises, supplementary texts (sources, etc.), pictures, images and explanations of the images. The findings regarding references which promote peaceful and friendly disposition towards “others” were positive whilst the findings for references that cause aggression, xenophobia and violent emotions were negative. Neutral allusions considered petitions that carry neither positive nor negative evaluative load, or negative or positive messages. More specifically, the methodology that is applied to search the content of school textbooks followed the path below: • Finding common categories for all the material which is under investigation. After an initial approach of content of school textbooks, the categories of analysis were defined by the objectives of the investigation. In other words, the process of formation of categories is based on how the elements of the books are structured, following all the methodological conditions. • Configuration categories of analysis. • The categorization of the reports provides data that essentially refers to the portrayal of Greece that each schoolbook reflects. This includes the basic texts, exercises, tasks and images and the supplementary material. • Collection and processing of the findings. • The drawing of conclusions.
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Developing countries and the need for building engineering capacity

  • Authors: Agbenyeku, Emmanuel Emem-Obong , Muzenda, Edison , Msibi, Innocent Mandla
  • Date: 2016
  • Subjects: Education , Capacity , Infrastructure
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/123926 , uj:20852 , Citation: Agbenyeku, E.E., Muzenda, E & Msibi, I.M. 2016. Developing countries and the need for building engineering capacity.
  • Description: Abstract: In the global fight for additional world security, stability and sustainability, the need for enhancing human, institutional and infrastructure capacity in developing countries is insistently of dire concern. To enhance the respective capacities, a concrete structure of technologically equipped people to efficiently advance their economies, quality and standard of living are drastically required. Such type of structure will enable the mixture of foreign capital via pulling in transnational corporations and establishments to invest in the developing country, aid in making the most of international aid funds, and offer a basis for business development by indigenous entrepreneurs. For these reasons, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and World Federation of Engineering Organizations (WFEO) are intensifying key efforts in developing countries as a synchronized approach towards technical capacity building. The paper therefore unpacks some basic attempts and outcomes by UNESCO and WFEO in empowering competent engineering and science graduates/ engineers towards building a sustainable circular economy.
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Outcome-based module for continuous assessments in engineering education : case study department of electrical and electronic engineering science at the University of Johannesburg

A framework for higher education and industry linkage in the Ghanaian built environment

  • Authors: Alhassan, M. , Aigbavboa, C.O. , Atepor, L.
  • Date: 2016
  • Subjects: Industry , Linkage , Education
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/216891 , uj:21567 , Citation: Alhassan, M., Aigbavboa, C.O & Atepor, L. 2016. A framework for higher education and industry linkage in the Ghanaian built environment.
  • Description: Abstract: One of the challenges we face as a nation is the absence of relevance or responsiveness of the polytechnic training efforts to the changing needs of industry and society. The overall purpose of this study is to explore the effectiveness of industrial attachment collaboration between higher institutions and the industry. The objectives are to identify the relevance of the polytechnic curricula to industry and the world of work. To find how Polytechnics are actively involved in the monitoring and assessment of students’ industrial attachment. To determine the capacity of the polytechnics in the delivery of both theory and practical lessons. To identify major constraints faced by polytechnics and the Industry during attachment. To find out how mutual benefits between polytechnics and Industry are likely to strengthen collaborations. Existing research works were conducted in the research area. The industrial attachment is expected to give students the requisite practical skill and for that matter the needed manpower necessary for national development.
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The post-politics of aid to education : Rwanda ten years after Hayman

Incentivized time preferences, level of education in a household and financial literacy : laboratory evidence

  • Authors: Mudzingiri, Calvin , Muteba Mwamba, John W. , Keyser, Jacobus Nicolaas
  • Date: 2018
  • Subjects: Time preferences , Financial literacy , Education
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/286281 , uj:30974 , Citation: Mudzingiri, C., Muteba Mwamba, J.W. & Keyser, J.N. 2018. Incentivized time preferences, level of education in a household and financial literacy : laboratory evidence. Journal of Economics and Behavioral Studies, 10(2):103-119. , ISSN: 2220-6140
  • Description: Abstract: This study investigates the impact of financial literacy, level of education in a household and gender differences on time preferences of students at a university in South Africa. The study relies on a convenient sample of (N=85, female=48%) pursuing a financial literacy course. The study uses a questionnaire, a financial literacy test and a simple binary choice experimental game that elicited individual time discount rate to gather data. Ten percent of the participants were paid (in South African rands) for their time preference choices by way of quota random sampling. Female university students’ individual time discount rate was found to be on average higher than that of their male counterparts, indicating that female university students are generally impatient, especially those with low levels of financial literacy. Our results (using a Negative Binomial Regression analysis and Ordinary Least Squares regression analysis) show that time preferences of university students aresignificantly influenced by highest level of education in the household. The OLS regression model shows that financial literacy, measured using financial literacy test, significantly influence time preferences for all subjects. The study concluded that patience levels among male university students increase as financial literacy increases. Gender, income, age and family size significantly influence time preferences of university students. Highest level of education in a household, financial literacy and gender differences have a bearing on individual time preferences.
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Die volwassenheidsbeeld in die grootstad en die opvoedingseise wat dit stel

Agency and deliberative communication in the classroom

  • Authors: Tavernaro-Haidarian, Leyla
  • Date: 2020
  • Subjects: Communication , Education , Public discourse
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/405702 , uj:34079 , Citation: Tavernaro-Haidarian, L. 2020. Agency and deliberative communication in the classroom.
  • Description: Abstract: Among many challenges in the space of education in the global South, we find that curricula are often out of touch with the contextual reality of students and that classroom or lecture-hall sizes are too big to engage a critical majority. Therefore, reimagining educational processes, or aspects thereof, becomes imperative. This article proposes that cultivating relational models of communication in the classroom is particularly useful in empowering students to connect with, participate, and actively co-shape the content and process of curricula and that it does so by casting agency as the freedom to work “with” rather than “against” or independently of the status quo. It also captures and reflects on the experience of a group of students and facilitators who employed such an approach in their classroom.
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Course evaluation for low pass rate improvement in Engineering education

  • Authors: Ouahada, Khmaies
  • Date: 2019
  • Subjects: Education , Engineering , Evaluation
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/404695 , uj:33951 , Ouahada, K. 2019: Course evaluation for low pass rate improvement in Engineering education.
  • Description: Abstract : A course evaluation is a process that includes evaluations of lecturers’ teaching performances and their course material moderations. These two procedures are usually implemented, whether officially by the faculty of engineering or by lecturers’ own initiatives, to help identify lecturers’ strengths and weaknesses and the ways forward to improve their performances and their qualities of teaching. This paper presents different ways of implementing these two criteria from students’ and professionals’ perspectives. Official questionnaires from the faculty of engineering, personal questionnaires using Google surveys, Moodle and special designed forms have been used for moderation and evaluations. The process of evaluation is the core of a feedback procedure followed by universities in order for them to monitor the teaching quality of their staff. Satisfactory results show that such a process can improve the lecturers’ teaching performances, courses material quality, students’ satisfaction and performances, and finally the pass rate of the class.
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Exploring the driving factor on prepaid electricity meter rejecting the largest township of South Africa

  • Authors: Kambule, Njabulo , Yessoufou, Kowiyou , Nwulu, Nnamdi , Mbohwa, Charles
  • Date: 2019
  • Subjects: Electricity consumption , Education , Prepaid electricity meter
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/406836 , uj:34221 , Citation: Kambule, N. et al. 2019. Exploring the driving factor on prepaid electricity meter rejecting the largest township of South Africa.
  • Description: Abstract: Technology rejection phenomenon manifests itself differently across different societies. Over the past two decades, low income households in Soweto have persistently rejected prepaid electricity meters. Until now, the basis of the rejection in the region remains scientifically underexplored. We therefore conduct an exploratory study of pertaining prepaid meter rejection in Soweto. Through triangulation research and survey approach, 88 households based in Orlando East and Diepkloof were interviewed by means of a questionnaire. Our findings show that three aspects contributing to this phenomenon, namely: lack of quality consultation and education, the high levels of electricity consumption, and unattainable politically motivated promises are the main reasons that currently fuel prepaid meter rejection. We emphasise that the current state of the Free Basic Electricity (FBE) (2003) policy also fuels rejection, as it remains socio-economically inadequate and irrelevant for indigent households. We therefore note the need for an FBE policy review and update as well as the establishment of a policy monitoring committee to ensure implementation and enforcement.
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