https://openscholar.ump.ac.za/handle/20.500.12714/18 2026-09-08T14:25:14Z https://openscholar.ump.ac.za/handle/20.500.12714/1085 Title: Evaluating the dynamic effects of environmental taxation and energy transition on greenhouse gas emissions in South Africa: an Autoregressive Distributed Lag (ARDL) approach. Authors: Ogujiuba, Kanayo.; Maponya, Lethabo.; Semenya, Dikeledi. Abstract: South Africa remains one of Africa’s highest greenhouse gas emitters due to its reliance on coal and a carbon-intensive economy. This study employs an Autoregressive Distributed Lag (ARDL) model to examine the impact of environmental taxes, coal consumption, and low-carbon transition strategies on GHG emissions. Results show that coal use significantly drives long-term emissions, while the positive correlation between environmental tax revenue and emissions suggests inefficiencies in fiscal-environmental alignment. The significant error correction term indicates gradual movement toward equilibrium despite short-term disruptions. The findings underscore the need for an integrated climate strategy that includes regulatory reform, investment in renewables, and the redesign of green fiscal tools. Inclusive governance—engaging state, private, academic, and civil sectors—is vital for a just and effective energy transition. 2025-01-01T00:00:00Z https://openscholar.ump.ac.za/handle/20.500.12714/1084 Title: Digitalisation and the provision of good governance in South Africa. Authors: Mooki, Lobelo. Abstract: This study examines the impact of digital technologies on the delivery of good governance in South Africa, addressing critical gaps in transparency, accountability, and service delivery. Weak institutional frameworks, political dominance, and inadequate stakeholder engagement persistently undermine governance effectiveness, contributing to ongoing socio-economic challenges. This conceptual paper adopts the Information and Communication Technology for Development (ICT4D) framework to examine how digital innovations, including artificial intelligence, e-government platforms, the Internet of Things (IoT), and mobile governance applications, can enhance governance capacity. Through systematic literature review and content analysis of empirical studies from developed and emerging economies, the study identifies three critical dimensions: digital innovation's role in economic growth, e-government adoption patterns, and digital governance strategies. Findings reveal that while digital technologies offer transformative potential for streamlining administrative processes, enhancing transparency, and fostering citizen engagement, their effectiveness is contingent upon enabling policy frameworks, digital infrastructure investment, and capacity-building initiatives. The study recommends collaborative governance models, context-sensitive digital platforms, and targeted interventions to bridge the digital divide. These recommendations align with South Africa's Vision 2030 National Development Plan, positioning digitalisation as a strategic enabler of democratic consolidation and sustainable socio-economic development. 2025-01-01T00:00:00Z https://openscholar.ump.ac.za/handle/20.500.12714/1061 Title: Financing green transitions: the institutional link in Sub-Saharan Africa’s renewable energy drive. Authors: Okere, Wisdom.; Ambe, Cosmas. Abstract: The transition to renewable energy in Sub-Saharan Africa is shaped by both financial and institutional determinants, yet empirical evidence on their joint effect remains limited. This study examines the relationship between financial resources and renewable energy adoption across 20 Sub-Saharan African nations from 2004 to 2023, using Fully Modified Ordinary Least Squares to capture long-run relationships and System Generalised Methods of Moments (GMM) to address endogeneity, it tests whether finance alone can drive RE growth and whether institutional quality moderates this effect. Results show that FDI is not sufficiently a driver for renewable energy transition, with effects varying across estimators. Also, political stability emerges as a driver for renewable energy adoption, while institutional quality has a mixed-moderating effect. These findings support recent evidence that governance quality and green finance mechanisms enhance the FDI flows for clean energy transition. This study contributes to the renewable energy finance literature by offering one of the first SSA-wide empirical analyses integrating finance-institution interaction in a green economy. Policy implications highlight the need for coordinated strategies that combine FDI inflows, institutional reforms and innovative green finance tailored to country-specific contexts. 2025-01-01T00:00:00Z https://openscholar.ump.ac.za/handle/20.500.12714/1060 Title: Exploring the prevalence of reading challenges among EFAL learners and the strategies teachers use to support them. Authors: Dube, Tsitsi Belinda.; Steinke, Kellie. Abstract: Research in South Africa indicates that 81% of learners in Grade 4 struggle to read with comprehension (Department of Basic Education, 2023). The early graders’ reading difficulties hinder their ability to read and to learn other subjects. This study explores the reading challenges experienced by SiSwati home language speakers when reading English First Additional language and the strategies teachers employ to mitigate them. This paper presents findings of the Early Grade Reading Assessment (EGRA), which was utilised to assess learners' reading proficiency, and the Facilitative Orientation to Reading Teaching (FORT), which was used to assess classroom interactions. Conducted in 2021 at a primary school located in a high-density suburb in Mpumalanga, the research involved four teachers and two classes each of Grades 2 and 3. Results revealed that only four Grade 2 learners met the expected threshold of 30 words correct per minute (WCPM), while only eight learners in Grade 3 surpassed the threshold of 50 WCPM. Most learners fell below these thresholds, highlighting significant literacy challenges. The lack of standardised teaching strategies among teachers is evident. The study recommends a single across-the-curriculum programme as an intervention, as well as improved pre-service training and ongoing support for in-service teachers. 2025-01-01T00:00:00Z