We model the behaviour of a relativistic spherically symmetric shearing fluid undergoing gravitational collapse with heat flux. It is demonstrated that the governing equation for the gravitational behaviour is a Riccati equation. We show that the Riccati equation admits two classes of new solutions in closed form. We regain particular models, obtained in previous investigations, as special cases. A significant feature of our solutions is the general spatial dependence in the metric functions which allows for a wider study of the physical features of the model, such as the behaviour of the causal temperature in inhomogeneous spacetimes.Comment: 13 pages, To appear in J. Math. Phy

We investigate the behaviour of a relativistic spherically symmetric radiative star with an accelerating, expanding and shearing interior matter distribution in the presence of anisotropic pressures. The junction condition can be written in standard form in three cases: linear, Bernoulli and Riccati equations. We can integrate the boundary condition in each case and three classes of new solutions are generated. For particular choices of the metric we investigate the physical properties and consider the limiting behaviour for large values of time. The causal temperature can also be found explicitly.Comment: 16 pages, To appear in J. Math. Phy

The conceptualisation of "community engagement" at Higher Education in South Africa remains a topic for debate in the transformation agenda. South African Indigenous knowledge has been transmitted and perennially refreshed through educational pedagogy that are characterized by a sensitivity to African Philosophy, axiology and the spirit of Ubuntu. This article presents a qualitative critical review from the perspective of African indigenous education of the conceptualisation of community engagement. Community engagement is explored as a contemporary pedagogical counterpart to the indigenous pedagogies that supported African epistemology and axiology and community engagement is positioned within a natural evolution of the South African indigenous education and human development framework. Since children are the most vulnerable and affected community it is postulated that a student-centred framework for community engagement would offer an empowering praxis for a new South African Indigenous Education. Community engagement conceptualised within African Indigenous Knowledge Systems is argued as a means towards authentic transformation giving "voice" and "agency" to communities across all levels of education. Within this framework, the article affirms the use of indigenous concepts and practices within a transformed education system where Higher Education assumes a key role-player in human development from the cradle to the grave.

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