Tuberculosis (TB) is a disease which is caused by a relatively large, non-motile, rod-shaped pathogen called Mycobacterium tuberculosis. TB is a major cause of illness and death worldwide, especially in Asia and Africa. Despite the fact that TB is a curable illness, the tragedy is that TB remains the biggest killer in the world as a single pathogen. The aim of this study was to determine the experiences of nurses caring for TB patients at a regional hospital in Limpopo Province, South Africa. Qualitative, exploratory, and descriptive designs were used. A non-probability purposive sampling method was used to select the participants. The personal experiences of six nurses with more than five years’ experience caring for TB patients at a regional hospital were explored, and it was guided by data saturation. Data were collected through in-depth individual interviews. Data were analyzed using Colaizzi’s method. Trustworthiness was ensured and ethical considerations were observed in this study. The research findings revealed six major themes from the raw data: challenges of the working environment, problems impacting on the quality of nursing care, fear, anxiety, stress and risk of contracting infection, nurses’ perceptions towards patients, support structure available in the hospital, and support needs for the nurses. Therefore, there is an urgent need to address the challenges experienced by nurses caring for communicable diseases through provision of a positive practice work environment.

Inclusive education is a process of addressing and responding to the diversity of needs of learners through increasing participation by all categories of learners in the learning environment. A qualitative approach using a phenomenological case study was adopted for this study. The study explored and described the experiences of learners (including a learner with disabilities), staff, and the institutional management team with respect to inclusive practices in Sekhukhume Further Education and Training (FET) College in South Africa. The study found that the institution in question lacked the necessary resources and managerial capacity to implement fully inclusive educational programmes that will meet the special needs of all learners in the institution in question. The provision of resources, professional development of lecturers, capacitating the institutional management and putting monitoring and evaluation mechanisms in place can go a long wayin ensuring that inclusive needs of learners with disabilities are met.

Disability is key in influencing one’s educational choices, careers options and academic progression. The paper examined the academic progression of students with disabilities from mainstream and special school backgrounds and to establish any relationship between repetition of courses and the type of pre-tertiary school attended. The study targeted 132 registered students with disabilities at the University of Venda. A descriptive design was employed in which questionnaires were administered. Data analysis indicated that fifty-four percent of the participants had their pre-tertiary education in mainstream secondary schools while the rest attended special schools. Almost 3 in 4 participants (74.6%) repeated courses at least once during their studies. Repetition of courses was found to be significantly associated with the type of pre-tertiary attended (p=0.004; p< 0.05) with the implication that participants who attended regular schools were more likely to cope with the demands of higher education than those who attended special schools.