Academic literature on the topic 'Community and school - South Africa - Limpopo'
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Journal articles on the topic "Community and school - South Africa - Limpopo"
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Muthevhuli, B. J., and O. S. Obadire. "Exploring the Effects of Bullying on Primary School Pupils in South Africa." African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) 11, no. 1 (March 1, 2021): 209–28. http://dx.doi.org/10.31920/2634-3649/2021/v11n1a10.
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This study investigated the causes and effects of bullying on primary school pupils in Waterval village in Limpopo Province, South Africa. Qualitative method with purposive sampling was used as a subtype of non-probability sampling. Data were analysed using thematic content analysis which identifies and summarises message contents from respondents. Participants in the study were parents, teachers, community members and the pupils with the permission from their School Governing Board (SGB). The study found that it was difficult to know about cases of bullying at school as many of them were not reported. It was revealed that bullying affects school pupils’ performance and concentration in class as many of them are traumatised. The study recommends that creation of awareness and providing a conducive environment for recreational activities at schools and community, while encouraging and rewarding well-behaved pupils at schools and in the community will curb the menace of bullying at schools.
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ML, Netshikweta, Olaniyi FC, and Tshitangano TG. "Reproductive Health Choices Among Adolescents in Secondary Schools: A Case Study of Selected Schools in Limpopo, South Africa." Open Public Health Journal 11, no. 1 (July 24, 2018): 319–29. http://dx.doi.org/10.2174/1874944501811010319.
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Objectives:This study was conducted to determine the knowledge, opinions and practices of female adolescents in selected secondary schools in Limpopo Province of South Africa about reproductive health issues and assess the level of parental involvement in their choices.Materials and methods:A quantitative, exploratory, survey design was adopted. A total of 512 learners from grades 8 (first year of secondary school) and 12 (final year) were conveniently sampled from 24 randomly selected secondary schools in Limpopo Province. Data was collected with a structured, self-administered questionnaire and analysis was done using the Statistical Package for Social Sciences (SPSS) version 20.0.Results:Sixteen (3.9%) of the learners attained menarche at or before the early age of 8 years and 102 (29.3%) experienced sexual debut before age 14 years. More than half of grade 12 (n =84, 52.5%) and 49 (14%) of grade 8 learners were sexually active and 80% (n = 444, 86.7%) of them were unaware of contraceptives when engaging in sexual intercourse for the first time. Only 116 (22.7%) of the respondents admitted to having knowledge about contraceptives before engaging in sex for the first time and more than a third (n = 172, 33.6%) have been pregnant at least once before the study was conducted. Parental involvement in Sexual and Reproductive Health (SRH) education was found to be low and many obtained the little information they have mainly through friends.Conclusion:Many adolescents are lacking in vital information regarding their SRH and some hold wrong opinions about contraception. Parents are advised to initiate and sustain discussions regarding SRH with their children to help them make informed reproductive health choices.
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Mabade, Avhurengwi Samson. "Ensuring Quality Safety in Schools: A Participatory Action Research Approach." Advances in Social Sciences Research Journal 8, no. 1 (February 2, 2021): 539–51. http://dx.doi.org/10.14738/assrj.81.9637.
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The focus of this article is on the quality safety in Schools. Although safety in schools is a worldwide problem, in South Africa this seems to be getting worse for they are broken into, vandalized and set alight in vast majority. Taking a heed to around 1600 number of schools robbed, vandalized and torched during this frustrating and terrifying period of COVID -19, one would agree that schools are not protected. People seemed to have lost ethics and ownership towards schools. Schools appeared to be the safest place as well as conducive for study in the previous decades. Safety school promotes social and creative learning. Schools are robbed their groceries, equipments including computers and other paraphernalia for learning and teaching support. On the 10th July 2020, four schools in Limpopo Province had been broken into and all groceries were robbed at a gun point.
Taking a number of instances into consideration, which occurred before horrifying situation of Covid-19, one would see a need for an investigation. Although schools are advised to establish tight and quality security fence, school equipments and groceries are still not safe. There is a variety of literature which focused on the roles of teachers, administrators and students in creating safe schools. For this study, the researcher focused on the role of Community towards ensuring quality safety in school as a Community resource. Therefore it is the Community’s obligation to ensure quality safety in Schools. Community needs to develop strategies to ensure safety in Schools for their children. In this study, the researcher established a model which is Community Support Team versus School Support Team.
Therefore the researcher adopted a Participatory Action Research Approach to empower Community to strategize for ensuring quality safety in Schools. The researcher employed qualitative technique to collect data from the community members around four selected schools in a rural area.
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Mafukata, Mavhungu Abel. "Complexities and Constraints Influencing Learner Performance in Physical Science." International Journal of Research in Business and Social Science (2147-4478) 5, no. 1 (January 22, 2016): 30–46. http://dx.doi.org/10.20525/ijrbs.v5i1.47.
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This paper explores complexities and constraints affecting performance and output of physical science learners in Vhembe District, Limpopo Province, South Africa. The study was motivated by the desire of the researcher to establish, profile and characterise the complexities and constraints reminiscence of poor performance of learners in physical science as measured through end-of-year Grade 12 (final year of high school education) examination results. Twenty six schools (n=26) were purposively selected from three circuits of education (n=3). From these schools, two learners were randomly selected (n=52) for interviews. In addition, two circuit managers (n=2) were conveniently selected as part of Key Informant Interviews (KII). For the Focus Group Discussions (FGDs), twelve (n=12) parents were randomly selected to form two groups of six members each. Multi-factor complexities and constraints impeding performance of learners were discovered. Intensive teacher in-service programme is recommended. Community engagement should be encouraged to educate parents on the value of involvement in the education of their children. Free access learner support structures such as Homework and Extra-lessons Assistance Centre (H&EACs) should be established.
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Vhuromu, Elisa N., Daniel T. Goon, Maria S. Maputle, Rachel T. Lebese, and Benedine U. Okafor. "Utilization of Cervical Cancer Screening Services among Women in Vhembe District, South Africa: A Cross-Sectional Study." Open Public Health Journal 11, no. 1 (October 30, 2018): 451–63. http://dx.doi.org/10.2174/1874944501811010451.
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Aim:Screening for early detection and treatment of cervical cancer is a cornerstone of prevention. The purpose of this study was to assess the awareness in women about the utilization of cervical cancer screening services in Vhembe District, South Africa.Methods:This cross-sectional study involved a random selection of 500 women aged 20-59 years in Vhembe District, Limpopo Province, South Africa. Data was collectedviaa self-structured questionnaire on the demographic variables, provision, utilization and awareness of cervical cancer screening services.Results:The majority of the participants agreed to have cervical cancer screening services in their clinics (79.2%), and never had a Pap smear (58.6%). Most women would not go for cervical cancer screening, mainly because of a lack of facilities (30.0%), fear of pain (24.4%), and embarrassment (15.2%). Most participants indicated that Pap smear test meant scraping the cervix to detect abnormal cancerous cells (39.2%) and 34.2% did not know a Pap smear. Majority of the participants indicated Pap smears should be done every 10 years (65.8%); Pap smears could detect cervical cancer earlier (66.8%), and had heard about cervical cancer (71.6%). The majority of the participants considered cervical cancer as a serious problem to warrant considerable attention (59.4%); and some perceived cervical cancer as transmittable through multiple sexual partners (22.2%). The majority of the participants were aware of a vaccine against cervical cancer for girls at school (69.0%), and it was indicated that government should use health education to encourage women to attend cervical screening services (51.6%).Conclusion:Despite the free availability of cervical cancer screening services and awareness, the utilization of cervical cancer screening services is low. There is a need to intensify cervical screening health talks and campaigns, and to provide alternative accessible options for screening services for women in rural areas.
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Emberly, Andrea, and Jane Davidson. "From the kraal to the classroom: Shifting musical arts practices from the community to the school with special reference to learning tshigombela in Limpopo, South Africa." International Journal of Music Education 29, no. 3 (August 2011): 265–81. http://dx.doi.org/10.1177/0255761411408503.
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Mushaphi, Lindelani Fhumudzani, Tjale Cloupas Mahopo, Cebisa Noxolo Nesamvuni, Brenda Baloyi, Ellen Mashau, Jeniata Richardson, Rebecca Dillingham, Richard Guerrant, Ramya Ambikapathi, and Pascal Bessong. "Recommendations for Infant Feeding Policy and Programs in Dzimauli Region, South Africa: Results From the MAL-ED Birth Cohort." Food and Nutrition Bulletin 38, no. 3 (March 10, 2017): 428–40. http://dx.doi.org/10.1177/0379572117696662.
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Background: There is strong evidence that exclusive breastfeeding (EBF) in the first 6 months of life reduces the risk of diseases in infancy and in later life. Objective: To understand the maternal reasoning that influences optimum infant feeding practices of caregivers in semirural communities of Limpopo province. Methods: Nested qualitative study among mothers in an ongoing birth cohort study was conducted; structured and semi-structured interviews were used to collect data. Data from 234 infants after 6 months of follow-up was included for quantitative analysis. Four focus discussion groups comprising 7 to 10 caregivers were used to obtain perception of mothers on breastfeeding. A semi-structured interview guide was used to stimulate discussions. Thematic content analyses were conducted to identify the main themes that influence breastfeeding practices of caregivers. Results: Over 90% of the caregivers initiated breastfeeding after delivery. However, less than 1% of mothers practiced EBF by 3 months, and none of the children were exclusively breastfed for up to 6 months. All caregivers introduced non–breast milk liquids and solids by the second month of child’s life. Common reasons for introducing non–breast milk foods included insufficiency of breast milk production, going back to work or school, and influence by elderly women (mothers/mothers-in-law) and church members. Conclusion: Exclusive breastfeeding was not practiced in this community due to cultural and religious beliefs and misinformation. The involvement of elderly women and church members in infant feeding education and promotion programs and the dissemination of breastfeeding information through mobile phones to younger mothers are recommended.
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Murwira Success, Tinotenda, Khoza Lunic Base, Jabu Tsakani Mabunda, Sonto Maria Maputle, and Mamotema M. Peta. "Analysis of HIV/AIDS Integration into the Academic Curriculum at a Selected University in South Africa." Open Public Health Journal 13, no. 1 (November 25, 2020): 667–76. http://dx.doi.org/10.2174/1874944502013010667.
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Background: Although there is evidence that education is a social weapon in the fight against HIV/AIDS, there is also evidence that, to date, HIV/AIDS is not fully integrated into all the disciplines in Higher Education Institutions (HEIs). Therefore, most of the university students in South Africa are not well prepared to be HIV/AIDS-competent graduates who can live and work in a society ravaged by AIDS. Objective: This study sought to analyse the extent of HIV/AIDS integration into the curricula in various departments at a selected university in the Limpopo Province, South Africa. Materials and Methods: The study used quantitative and qualitative approaches to analyse the extent of HIV/AIDS integration into the curricula. The curriculum calendars were retrieved from the university website. An audit tool guided retrieval of HIV/AIDS content and was analysed using SPSS V 25. The qualitative content analysis was used to describe the nature of HIV/AIDS content. Results: Out of eight schools, about 68 modules had HIV/AIDS content. The majority of the modules (53; 78%) were offered at the undergraduate level. Furthermore, the majority of the HIV/AIDS content (62; 91%) was integrated into undergraduate compulsory modules. Most (34; 51%) of the HIV/AIDS content were located in health sciences disciplines. HIV/AIDS content was mostly integrated into existing carrier modules. Time allocation for the teaching of HIV/AIDS was not indicated. Most of the modules did have information about teaching and assessment strategies. Conclusion: It is recommended that discipline-specific HIV/AIDS content be integrated into all disciplines.
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Mabuza, L. H., and B. Ntuli. "What Motivated Students to Choose a Career in Health Sciences? A Comparison of Rural and Urban-Origin Students in Three South African Universities." Open Public Health Journal 11, no. 1 (February 23, 2018): 44–53. http://dx.doi.org/10.2174/1874944501811010044.
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Background:Globally, there is a lower ratio of healthcare worker to population in rural compared to urban areas. Scholars are motivated by a number of factors to choose a career in health sciences. Determining these factors among rural and urban-origin students could inform recruitment and retention strategies to redress this imbalance.Objectives:To determine and compare motivating factors for a career in health sciences among Rural-Origin (ROS) and Urban-Origin Students (UOS) at three South African universities.Methods:Three institutions (former University of Limpopo (Medunsa Campus), now Sefako Makgatho Health Sciences University (SMU), University of KwaZulu-Natal (UKZN) and University of Cape Town (UCT) participated in the study 2011. Health science students completed a self-administered questionnaire. The SAS® (version 9.2) for Microsoft statistical software was used for analysis. Statistical significance was set at p ≤ 0.05.Results:A total of 1633 health sciences students participated in the study. Parents (505; 30.9%) and personal exposure (484; 29.6%) were the main motivating factors for both ROS and UOS, with significantly more UOS than ROS motivated by these factors (p < 0.001). The contribution of role models (93; 5.7%), friends (77; 4.7%), high school teachers (77; 4.7%), mentors (36; 2.2%) and university lecturers (18; 1.1%) was minimal, with no significant difference between UOS and ROS (p > 0.05).Conclusion:There is need for the health care sector to support students’ families and encourage students’ personal exposure to health care facilities and personnel in order to motivate them towards a career in health sciences.
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Mabaso, R. G., and A. O. Oduntan. "Refractive status primary school school children in Mopani district, Limpopo Province, South Africa." African Vision and Eye Health 65, no. 4 (December 19, 2006): 125–33. http://dx.doi.org/10.4102/aveh.v65i4.263.
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This article reports part of the findings of a study carried out to determine the causes, prevalence, and distribution of ocular dis-orders among rural primary school children in Mopani district of Limpopo Province, South Africa. Three hundred and eighty eight children aged 8 to 15 years were randomly selected from five randomly selected schools. Non-cycloplegic retinoscopy and auto-refrac-tion were performed on each child. The preva-lence of hyperopia, myopia, and astigmatism was 73.1%, 2.5% and 31.3% respectively. Hyperopia (Nearest spherical equivalent power (FNSE) ranged from +0.75 to +3.50 D for the right and left eyes with means of +1.05 ± 0.35 D and +1.08 ± 0.34 D respectively.Myopia (FNSE) ranged from –0.50 to –1.75 D for the right eye and –0.50 to –2.25 D for the left eye with means of –0.75 ± 0.55 D and –0.93 ± 0.55 D respectively. Regression model for myopia, shows that age had an odds ratio of 1.94 (1.15 to 3.26), indicating a significant increased risk of myopia with increasing age. Correcting cylinders for the right eyes ranged from –0.25 to –4.50 D (mean = −0.67 ± 0.47 D) and for the left eyes from –0.25 to –2.50 D (mean = −0.60 ± 0.30 D). With-the-rule (WTR) astigmatism (66.5%) was more common, followed by against-the-rule (ATR)astigmatism (28.1%) and oblique (OBL) astigmatism (5.4%). With-the-rule astigmatism was more common in females than males; ATR astigmatism and OBL astigmatism werecommon in males. Regular vision screening programmes, appropriate referral and vision correction in primary schools in Mopani district are recommended in order to eliminate refractive errors among the children.
Dissertations / Theses on the topic "Community and school - South Africa - Limpopo"
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Mabade, Avhurengwi Samson. "The role of the community in supporting schools in dealing with selected community based problems." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50524.
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On t.p.: MPhil in Education (Education and Training for Lifelong Learning)Thesis (MPhil)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: In the South African Schools Act, the principles of partnership and co-operation are strongly emphasised. The community is given authority by the Department of Education to support the school. This research is focused on the role of the community in supporting schools in dealing with community-based problems such as drug abuse and poverty. The aims of this research were to determine ways and means in which the relationship between the community and the school could be promoted, to investigate how the community supports the school in dealing with community-based problems and to find ways and means by which the school can involve the community. In this research quantitative and qualitative methodologies were used to collect the data. Questionnaires were used as quantitative technique while interviews were used as qualitative technique. Questionnaires were completed by the learners from the four selected schools within the Khakhu community, educators from the same four schools, and community members. The respondents for each of the three groups were selected randomly. The quantitative data was processed using the statistical package for the social sciences. The quantitative data was broken down into its constituent parts to enable the researcher to find answers to the research questions. The qualitative data was reduced by breaking it down into categories and by finding trends and clusters of responses. The findings of the research revealed that drug abuse is a problem for both the community and the school. Schools alone cannot deal with drug abuse without the involvement of parents. It has been found that there are parents who do not want to visit the schools even when invited. Most of the community members do not know that the smooth running of a school and good learners' performance result from community involvement in school affairs. If the community could be involved in school activities, some of the community-based problems could be minimised or prevented. The community and the school are two inter-dependent structures, which should support each other. The community and the school should work together. The research indicated that both the community and the school are ready to support each other. A strong relationship between the community and the school is a possible solution to the problems of drug abuse and poverty. The principle of partnership and co-operation are part of the solution to the problem. Educators should encourage the community to participate in the smooth running of the school. They should also recognise the importance of the community in dealing with community-based problems. Sound relationships between the community and the school should be promoted. Some of the recommendations in this research could help the community and the school in dealing with these community-based problems. Therefore, the community should support schools in dealing with community-based problems.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Skolewet beklemtoon die beginsels van vennootskap en samewerking baie sterk. Daar word deur die Departement van Onderwys aan die gemeenskap 'n mandaat gegee om die skool te ondersteun deurdat die skool in der waarheid deur die gemeenskap besit word. Die fokus van hierdie navorsing is op die rol wat die gemeenskap kan speel om aan skole ondersteuning te gee om gemeenskapsgebaseerde probleme soos dwelmmisbruik en armoede te hanteer. Die doel van die navorsing is om metodes en middele te vind waardeur die verhouding tussen die skool en die gemeenskap verbeter kan word, om vas te stel hoe die gemeenskap die skool ondersteun in die hantering van gemeenskapsgebaseerde probleme en om metodes en middele te vind waardeur die skool groter gemeenskapsbetrokkenheid kan verkry. In hierdie navorsing is kwantitatiewe en kwalitatiewe metodes gebruik om data te genereer en in te samel. Om kwantitatiewe data te genereer en te versamel is van vraelyste gebruik gemaak terwyl onderhoude gebruik is om kwalitatiewe data te genereer en in te samel. Die teikengroep wat gebruik is om die vraelyste te voltooi het bestaan uit leerders en opvoeders van vier geselekteerde skole in die Khaku-gemeenskap asook lede van daardie gemeenskap. Die respondente vir elk van hierdie drie groepe is ewekansig gekies. Die Statistiese Pakket vir die Sosiale Wetenskappe (SPSS) is gebruik om die data te verwerk. Die kwantitatiewe data is verdeel in verbandhoudende dele ten einde die navorser in staat te stelom antwoorde op die navorsingsvrae te vind. Die kwalitatiewe data wat verkry is uit die onderhoude is gekodifiseer en in verbandhoudende kategorieë verdeel sodat tendense uit die data verkry kon word. Die bevindinge van die navorsing het bevestig dat dwelmmisbruik 'n probleem vir beide die skool en die gemeenskap is. Die skool kan nie alleen teen hierdie euweloptree as die ouers en dus die gemeenskap nie ook betrokke is nie. Ouerbetrokkenheid by die sake van die skool is 'n probleem, want ouers het aangedui dat hulle nie betrokke wil raak by die skool nie, selfs al word hulle genooi. Die bevindinge dui daarop dat die meeste lede van die gemeenskap nie besef dat die gladde funksionering van die skool en goeie prestasie deur die leerders afhanklik is van die gemeenskap se betrokkenheid by skoolaangeleenthede nie. Indien die gemeenskap betrokke kan raak by skoolaktiwiteite, kan sommige gemeenskapsgebaseerde probleme ten minste voorkom of tot 'n minimum beperk word. Die gemeenskap en die skool is interafhanklik en behoort mekaar te ondersteun en saam te werk. Die bevindinge van die navorsing dui daarop dat die skool en die gemeenskap gereed is om mekaar te ondersteun. 'n Gesonde verhouding tussen die skool en die gemeenskap is 'n moontlike oplossing vir die probleme van dwelmmisbruik en armoede. Die beginsel van vennootskap en samewerking maak deel uit van hierdie oplossing. Opvoeders behoort gemeenskapsbetrokkeneheid by die gladde funksionering van die skool aan te moedig en erkenning te gee aan die belangrike bydrae wat die gemeenskap kan lewer in die hantering van gemeenskapsgebaseerde probleme. Gesonder verhoudings van samewerking en ondersteuning tussen die skool en die gemeenskap moet voortdurend aangemoedig word. Sommige van die aanbevelings wat in hierdie navorsing gemaak word, kan die skool en die gemeenskap help om gemeenskapsgebaseerde probleme te hanteer, en die gemeenskap moet die skool bystaan en ondersteun in die hantering van hierdie probleme.
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Manaka, Ngoanamoshala Maria. "How an eco-school sanitation community of practice fosters action competence for sanitation management in a rural school : the case of Ramashobohle High School Eco-Schools Community of Practice in Mankweng circuit Polokwane Municipality Capricorn district in Limpopo Province, South Africa." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1007319.
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Providing adequate sanitation facilities for the poor remains one of the major challenges in all developing countries. In South Africa, an estimated 11,7% of the schools are without sanitation. The South African government has a constitutional responsibility to ensure that all South Africans have access to adequate sanitation. When sanitation systems fail, or are inadequate, the impact of the health of the community, on the health of others and the negative impact on the environment can be extremely serious. In rural South African schools, many Enviro-Ioo toilets are available today. They are designed to suit a variety of water scarce areas and where there is a high risk of contamination of ground water resources. It is important to realize that any Enviro-Ioo system programme requires an education programme to ensure that the principles of use and maintenance are clearly understood by the user group. Their maintenance requires more responsibility and commitment by users. This study is an interpretive case study that indicates how sanitation in a rural Ramashobohle High School in Polokwane municipality was managed through an EcoSchools Sanitation Community of Practice, and how this developed action competence for sanitation management in the school. The study established that the earlier practice and knowledge of the Ramashobohle Eco-Schools community of practice exercised in maintaining Enviro-Ioo systems was inadequate; unhealthy and unsafe according to the data generated through focus group interviews, observations, interviews, action plan, workshops and reflection interviews. The data generated also indicates that the Eco-Schools community of practice was not committed to maintaining sanitation in their school because they were not sharing sanitation knowledge; they were not communicating and not updating one another concerning Enviro-Ioo systems maintenance as they had no adequate knowledge as to how to maintain the facilities; and the school management was also not supportive and was not taking responsibility. The study shows how this situation was turned around as an Eco-Schools Sanitation Community of Practice focussed on developing action competence in the school community. It provides a case based example of how knowledge and action competence, supported by an Eco-Schools Community of Practice, can find and implement solutions to inadequate sanitation management practices in rural schools, and shows how members of the school community can be engaged in learning how to manage and maintain school sanitation systems through a participatory process that develops action competence. The study points to important dimensions of developing action competence, such as providing knowledge and demonstrations, inviting experts to the school, involving learners in observations and monitoring and in ensuring that adequate facilities are available. In particular, a workshop conducted by Enviro-Ioo consultants, organised and supported by the Eco-Schools Sanitation COP, together with a follow up action plan, provided the main impetus for changes in practice in the school and served to support action competence development. Finally the study provides research findings and recommendations for further research.
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Makgato, Lephai Irene. "Perceptions of learners in selected rural secondary schools towards mental illness : the case of Ga-Dikgale Community, Limpopo Province." Thesis, University of Limpopo, 2020. http://hdl.handle.net/10386/3362.
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Thesis(M.A.( Psychology)) -- University of Limpopo, 2020The growing number of young people in schools presenting with mental illness is increasingly becoming a disconcerting issue locally and globally. This qualitative study sought to explore the perceptions of mental illness by learners drawn from four secondary schools in Ga-Dikgale rural community (Limpopo Province). Twenty-seven learners (males = 14; females = 13) were selected through purposive sampling and requested to participate in the study. Semi-structured individual interviews and focus group discussions (n = 2) were conducted. The following three themes emerged from the data: a) Knowledge of mental illness, its causes and symptoms b) Knowledge on the management and types of interventions needed for mental illness c) Challenges associated with mentally ill people. The themes and sub-themes emerging suggested deep seated Afrocentric cultural perceptions which tended to shape learners’ views and understanding of mental illness. Some paradoxical explanations with regard to mental illness also emerged. Based on the findings of the study, it is recommended that mental health literacy campaigns be conducted in schools
VLIR-UOS
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Malahlela, Nkele Dorcus. "Socio-economic contribution of community food gardens to the livelihoods of rural households in Lepelle-Nkumpi local municipality of Limpopo province, South Africa." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1021330.
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Community food gardens are regarded as a means through which rural households can improve their livelihoods. This study explores the contribution of community food gardens (CFG) to livelihoods in the Lepelle-Nkumpi local municipality in the Limpopo province. The objectives of this study are, firstly to explore the reason behind CFG participation and the reasons behind the participating possibility. Secondly, the study seeks to identify the socio-economic factors influencing the participation of households in CFG and lastly to determine the influence of CFG and other socio-economic variables on household food security status (HFSS). Descriptive statistical analysis was used to describe the socio-economic characteristics and the reasons behind CFG participation and the reasons behind the participating possibility. The binary logistic regression model was used to analyse the determinants of household participation in community food gardens as well as the contribution of CFG to HFSS on Statistical Package for Social Science (SPSS) software version 21. Through a structured questionnaire, data was collected from a sample of 180 households which was obtained using multistage sampling. Descriptive results on the characteristics of sampled households revealed that there are high levels of food security in the area with 70% being food secure of which around 42.2% are CFG participants and 30% are food insecure. Furthermore the descriptive statistical analysis indicated that participation of households in CFG is mainly to obtain a source of food among the CFG participants and to generate income amongst the non-participants. On the basis of descriptive analysis, this study concludes that source of food and income generation respectively are the main reasons behind CFG participation and the possibilities of becoming a participant. Therefore the study accepts the research hypothesis stating that “There are social and economic reasons behind household participation and the possibilities of participating in CFG”. Binary results for the determinants of CFG participation revealed that socio-economic variables such as household size, farm income, household monthly income, land size, household perception, marital status, agricultural training and homestead gardening significantly influence household decisions to participate in CFG. This is an implication that socio-economic variables tested in this study are significantly influential to the household decision to participate in CFG, leading to the acceptance of the first hypothesis which states that “Socioeconomic factors determine the community food garden ownership or participation”. The results of the contribution made by CFG to HFSS showed that socioeconomic variables such as gender, age, household size, farm income, educational level, household monthly income, marital status, information access, formal employment status and CFG involvement significantly affect household food security status in the study area. The result indicates a positive contribution to HFSS and implies that socio-economic variables tested in this study have a significant influence on HFSS, leading to the acceptance of the second hypothesis which states that “Community food gardens have a positive effect on food security status of household in Lepelle-Nkumpi Local Municipality Limpopo province.” Therefore it is relevant to concluded that in the area of Lepelle-Nkumpi local municipality, social economic factors plays a vital role in the participation of households in CFG as well as improving the state household food security status.
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Mothapo, Sentshuhleng Jacob. "Assessing the impact of school governance in the Limpopo Department of Education with specific reference to Mankweng and Polokwane circuits." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1007096.
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Education has been identified as a priority area by the South African government, in particular by the African National Congress as the ruling party. To this end, huge amounts of money are being spent on education as a service that has been approved by the legislators. Rules and regulations have been promulgated, and among others, the South African Schools Act, Act No. 84 of 1996, has been enacted. Rich research has also been funded with the sole intention of providing quality education to the people. Education of unacceptably poor quality has, however, been the result, as postulated by Peterson and Hassel (1998:55). The above are attested to by the findings that the political tensions emanating from the conduct of the South African Democratic Teachers’ Union and the Professional Educators’ Union, leading to class disruptions and general instability, erode the ethos of accountability on the part of educators and therefore impact negatively on service delivery. Furthermore, the Limpopo Department of Education is not immune to the challenges ranging from the elements of corrupt activities that often surface, teacher attrition which in the main is caused by lack of discipline. Winkler, Modise and Dawber (1998) indicate that teaching has never been easy, and many teachers are leaving their jobs because of the many problems with children in classrooms. Some of the problems cited are children who do not want to learn and learning that is becoming too difficult for the students because they do not want to listen. This study adopted sequential mixed methods namely, quantitative and qualitative research methods which are viewed as complementary rather than opposing approaches. Information was amassed from the subjects through interviews, observation, documentary survey and observation and the information has since been triangulated to validate the facts. All the methodologies employed proved to be useful in this study. The study sought to test the hypothesis “Good governance is informed by strong accountability and future-oriented organisation, continuously steering it towards its mission and vision, and thereby ensuring that the day-to-day management and administration are always linked with the organisation’s values and goals and thus eventually bringing about effectual and accelerated service delivery” to the South African populace without compromise. After empirically testing the hypothesis, showing mixed reaction informed by the findings of the study, five recommendations were made, based on the conclusions arrived at.
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Van, Zyl Izak Jakobus. "Community Ltd. and the spirit of ethno-enterprise : exploring cultural branding and incorporation among the Makuleke." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4282.
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Thesis (MA (Sociology and Social Anthropology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: In this thesis, I examine the case study of the Makuleke in Limpopo province. This community entered the public spotlight when it regained its former homeland in the Kruger National Park. It currently partakes in an extensive programme on ‘responsible tourism’ via commercial expansion. This concession allows (or is supposed to allow) for increased community development and economic growth in the Makuleke region. The community has become more business-like in their approach to this concession. This process is encapsulated by the formalisation of the land management structures in what I refer to as Makuleke Inc. Makuleke Inc. has at its heart a ‘cultural business’, of which an ‘authentic Makuleke’ is presented and traded. I detail the production of unique, bona fide culture through branding (that is, commercial representation). This practice contributes to new or different configurations of identity and collective belonging. “
AFRIKAANSE OPSOMMING: In hierdie navorsingstuk behartig ek die gevallestudie van die Makuleke in Limpopo. Hierdie gemeenskap het die publieke oog betree nadat sy tuisland in die Kruger Nasionale Wildtuin teruggewen is. Tans is dit betrokke by ‘n omvattende program in ‘verantwoordelike toerisme’ deur middel van kommersiële ontwikkeling. Hierdie konsessie dra by (of is veronderstel om by te dra) tot verhoogde gemeenskaps- en ekonomiese groei in die Makuleke omgewing. Die gemeenskap se benadering tot genoemde toegewing is besigheids-georiënteerd. Hierdie proses word gekenmerk deur die formalisering van die grond-beheerstrukture deur wat ek noem Makuleke Inc. (ingelyf). Makuleke Inc. is as’t ware ‘n ‘kulturele onderneming’, waar ‘n ‘egte Makuleke’ voorgestel en verhandel word. Ek beskryf die produksie van ‘n unieke, egte kultuur deur die gebruik van handelsmerke (dit is, kommersiële voorstelling). Hierdie proses dra by tot nuwe of ander gestaltes van identiteit en gemeenskaplikheid.
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Raidma, Taavi. "Microcapitalists or debt prisoners? : evaluating microfinance programs in Limpopo Province, South Africa /." Norton, MA : Wheaton College, 2008. http://dspace.nitle.org/handle/10090/5540.
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Nemutandani, Veronica. "The experiences of social workers in the implementation of the community development strategy in Vhembe District, Limpopo Province, RSA." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/2020.
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Makhwathana, Azwitamisi Silas. "The impact of community involvement in school progress at Masedi Combined School in Tshikota, Makhado." Diss., 2016. http://hdl.handle.net/11602/361.
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Khoza, Hllawulani Lizzy. "Risk Factors Associated with the Occurrence of Refractive errors among Secondary School Children in Malamulele Community, Limpopo Province." Diss., 2016. http://hdl.handle.net/11602/1040.
Full textBooks on the topic "Community and school - South Africa - Limpopo"
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Seeking change: Early childhood education for the disadvantaged in South Africa. Ypsilanti, Mich: High/Scope Press, 1985.
Find full textBook chapters on the topic "Community and school - South Africa - Limpopo"
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Thuketana, Nkhensani Susan. "Investigating School-Based Support Teams' Roles in Supporting Children With Cerebral Palsy During the National Lockdown." In Advances in Educational Marketing, Administration, and Leadership, 127–44. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch009.
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The demand for mainstream South African schools to adopt inclusive education research recommendations is rising exponentially. The COVID-19 pandemic effects compound curriculum access difficulties for children with cerebral palsy. In addition, the COVID-19 virus emergence exposed longstanding home-schooling endangerments. As part of a larger study, this chapter is a sequel to a qualitative, descriptive multiple case study interviewing 15 teachers from three schools, three coordinators of the school-based support teams, and the district-based support team coordinators in Limpopo Province. The study drew from Bronfenbrenner's ecological systems, Piaget's cognitive development, and Vygotsky's sociocultural theories to investigate stakeholders' understanding of inclusive education. During the lockdown period, follow-up online interviews with the school-based support team (SBST) identified a continuous fragmentation of IE stakeholders' responsibilities. They recommended a community of practice (CoP) approach that advocated expediting the implementation of recommendations.
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"Windows of Opportunity or Exclusion? Local Communities in the Great Limpopo Transfrontier Conservation Area, South Africa." In Community Rights, Conservation and Contested Land, 159–85. Routledge, 2010. http://dx.doi.org/10.4324/9781849775052-17.
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Ramulumo, Mashudu Richard. "Causes and Factors Responsible for Teenage Pregnancy." In Socio-Cultural Influences on Teenage Pregnancy and Contemporary Prevention Measures, 44–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6108-8.ch003.
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Teenage pregnancy in South African schools poses a serious management and leadership challenge. This chapter is based on the findings of a study that was conducted in South Africa, Limpopo Province. The aim of the study was to examine causes and factors responsible for teenage pregnancy in secondary schools in the Vhembe district of Limpopo Province, South Africa. This chapter explores the consequences of teenage pregnancy. Findings reveal that poverty, lack of parental guidance, and peer pressure could be some of the causes of teenage pregnancy. The study also suggests that pregnant learners are victims of expulsion or school dropout. The study further recommends that intervention programs be developed that include training of school management teams, school governing bodies, and educators to effectively educate and manage learners who are pregnant.
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Mafukata, Mavhungu Abel. "Maximising the Use of Environmental and Cultural Resources for Community-Led Entrepreneurship Development in Rural South Africa." In African Perspectives on Reshaping Rural Development, 164–92. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2306-3.ch008.
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Limpopo is one of the poorest provinces in South Africa. This state of poverty is despite the province's potential to be self-supportive from its well-endowed natural and cultural heritage resources. This chapter argues that commercialisation of these resources could promote sustainable community-led entrepreneurship and local economic development. This chapter hypothesises that there is an economic linkage between the environment and local economic development as GebreMichael and Waters-Bayer found in Tigray Region, Ethiopia. A plethora of emerging literature on local economic and entrepreneurship development reveal that there was considerable linkage between commercialization of these resources and sustainable entrepreneurship and local economic development. This chapter locates itself in the context of “Rural Development” and would be anchored on Monaheng's theorisation on development; the technocratic, the radical, and the reformist approaches.
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Rankoana, Agnes Sejabaledi. "Indigenous Plants Used for Primary Healthcare by the Members of a Rural Community in Limpopo Province, South Africa." In Handbook of Research on Protecting and Managing Global Indigenous Knowledge Systems, 100–111. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7492-8.ch006.
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Reliance on traditional plant-derived medicine motivated the World Health Organization recommendation to improve, regulate, and integrate it into the primary healthcare model to offer affordable, reliable, and community-specific primary healthcare. The objective of this chapter was to describe the uses of medicinal plants in traditional medicine to meet the healthcare needs of the members of a rural community in Limpopo Province, South Africa. Structured interviews conducted with 164 participants give evidence of the use of indigenous plant-derived medicine to meet the healthcare needs. This type of healthcare correlates with the World Health Organization primary healthcare, which emphasizes health promotion through curative and preventive care. The study results also present evidence of indigenous knowledge of medicinal plant conservation practices, which embrace observance of cultural taboos and following the prescribed methods of harvesting the plant materials.
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Peek, Bobby, and Jeanne Prinsloo. "Learning and teaching: reflections on an environmental justice school for activists in South Africa." In Environmental Justice, Popular Struggle and Community Development, 135–52. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350835.003.0009.
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Post-apartheid South Africa with all its initial promises to address injustice continues to be a highly unequal country with an economy consistent with neoliberal global capital and a presumption that the spoils of something termed economic ‘growth' trickle down to those positioned at the bottom of the wealth and resource pyramid. groundWork, an environmental justice organisation, runs the Environmental Justice School (EJS) for activists to develop a strong and informed cadre of grassroots activists to contribute towards the mobilisation and transformation to a more just society. This chapter contextualises the school, describes its curriculum design and draws on the voices and reflections of participants and authors. Informed by Freirean and popular education principles, it is underpinned by a vision of a better world, beginning with the world the participants encounter presently.
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Rankoana, Sejabaledi. "The Use of Indigenous Knowledge in Subsistence Farming: Implications for Sustainable Agricultural Production in Dikgale Community in Limpopo Province, South Africa." In Toward a Sustainable Agriculture: Farming Practices and Water Use. MDPI, 2017. http://dx.doi.org/10.3390/books978-3-03842-331-7-4.
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Van Jaarsveld, Leentjie. "SCHOOL PRINCIPAL LEADERSHIP IN REMOTE SOUTH AFRICA: A LEADERSHIP AND MANAGEMENT CHALLENGE." In Advances in Education and Educational Trends Series, 301–9. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead24.
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To understand the circumstances under which principals in remote areas exercise their leadership and management, an investigation was conducted in the Northern Cape province, South Africa. This province is characterised by small towns with few residents. The infrastructure is not up to par, and in some cases, the socio-economic conditions are extremely poor. Unemployment is a big problem in the villages. The uniqueness of this study lies in the fact that after 1994, with the abolition of apartheid, the farmers withdrew their children from the schools and no longer supported the schools as before. As a result, the principals experienced many more challenges. The study followed a qualitative, phenomenological design from the interpretivist paradigm. The sample consisted of ten principals. Semi-structured interviews were conductedwith the principals. The inductive data analysis process was used. The required ethical clearance was obtained from the Research Ethics Committee of the North-West University and the Department of Education of the province. The results reveal that principals in remote areas, in the absence of technology, infrastructure, and support bases, have to use their skills creatively, and they need the support of the community, teachers, school management, and governing body.
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Rankoana, Agnes Sejabaledi. "The Indigenous Roles of Women in Household Food Security in Limpopo Province." In Handbook of Research on Protecting and Managing Global Indigenous Knowledge Systems, 89–98. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7492-8.ch005.
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The chapter describes women's roles in home-gardening to ensure household food security in a rural community in Limpopo Province, South Africa. Focus group discussions confirmed the women continue to produce indigenous crops as part of their cultural obligations to provide for household food security. This implies that the women are capable of maintaining the health and welfare of their households by ensuring food availability, accessibility, and utilization, which are important elements of food security. The study has implications for ending hunger and malnutrition as food is produced and preserved for future consumption. The food and preservation practices adopted by the women in the study could be incorporated into climate change mitigation and adaptation policies to address the challenge of poverty and malnutrition as per the United Nations' Sustainable Development Goal 2.
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Brickhill, Jason, and Yana van Leeve. "From the classroom to the courtroom: litigating education rights in South Africa." In Human Rights and Equality in Education, 143–68. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447337638.003.0010.
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This chapter focuses on two streams of education litigation concerning public schools in South Africa: first, cases concerning contestation over the power to formulate policy for schools in the education system established in the new democratic era; and, second, cases seeking to compel the state to provide specific education inputs. In respect of the power to determine key school policies, the South African Constitutional Court has sought to strike a balance between recognising the democratic and community-level legitimacy of school governing bodies, on one hand, and the need to empower government to act in the interests of all students and to promote equal education, on the other. In the second category of cases, the courts incrementally developed the content of the right to a basic education in section 29(1)(a).
Conference papers on the topic "Community and school - South Africa - Limpopo"
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Thobejane, Disego Vincentia, and Kgomotlokoa Linda Thaba-Nkadimene. "LANGUAGE OF TEACHING AND LEARNING IN THE FOUNDATION AND INTERMEDIATE PHASES: A CASE OF A PRIMARY SCHOOL IN LIMPOPO PROVINCE, SOUTH AFRICA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1779.
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Diko Makia, Lawrence, and Phindulo Mugovhani. "HEALTH RISK ASSESSMENT OF AS, NI AND PB FROM A SCHOOL PLAYGROUND SOIL NEAR AN OLD GOLDMINE TAILINGS DUMP IN THE MURCHISON AREA (LIMPOPO PROVINCE), SOUTH AFRICA." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-315628.
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Adonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.
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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.
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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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A. K. Buitendag, Albertus, Frederik Gerhardus Hattingh, and Matt Hains. "Towards the Realization of the ICT Education Living Lab – The TechTeachers.co.za Success Story." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2157.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper presents the success story of the intuitive vision of an ICT high school educator in South Africa. The growth and evolution of a Community of Practice, towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices and lessons learned in the establishment and running of two web based technologies to support secondary school ICT subjects is discussed. The researchers present a motivation for the use of living labs to address some of the issues identified and highlights how the existing platforms fits into bigger design.
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.
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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
Reports on the topic "Community and school - South Africa - Limpopo"
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Vulnerability and intervention opportunities: Research findings on youth and HIV/AIDS in South Africa. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1006.
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The Nelson Mandela Children’s Fund (NMCF) seeks comprehensive local solutions to address the negative effects of HIV/AIDS on children, adolescents, households, and communities. To this end, NMCF initiated the Goelama Project, which uses a community mobilization strategy to catalyze action by local organizations and government bodies to prevent HIV infection and mitigate the socioeconomic impacts of the disease, particularly as they affect orphans and vulnerable children (OVC). This brief highlights key findings from an assessment of reproductive and sexual health knowledge and behaviors among nearly 5,000 youth from eight districts in three provinces in South Africa where the Goelama Project is active: Mpumalanga, Limpopo, and KwaZulu Natal. This research is part of a larger study of 29,000 members of nearly 5,000 households that seeks to identify ways that government and communities can strengthen the socioeconomic capacity of households to care for and support OVC. The youth component focuses on the sexual and reproductive behaviors of young people in the Goelama intervention areas and factors that may influence these behaviors, such as schooling, orphanhood, knowledge, and involvement in community activities.
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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.
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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.