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Academic literature on the topic 'Rural schools – South Africa – Mopani District Municipality'
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Journal articles on the topic "Rural schools – South Africa – Mopani District Municipality"
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Nembilwi, Ndamulelo, Hector Chikoore, Edmore Kori, Rendani B. Munyai, and Tshilidzi C. Manyanya. "The Occurrence of Drought in Mopani District Municipality, South Africa: Impacts, Vulnerability and Adaptation." Climate 9, no. 4 (April 9, 2021): 61. http://dx.doi.org/10.3390/cli9040061.
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Mopani District Municipality in the northeast of South Africa is largely semi-arid and frequently affected by meteorological droughts. The recent 2015/16 event had devastating impacts on water levels, crop yields, livestock herds and rural livelihoods. We investigated the nature of the drought hazard; its impacts, including vulnerability of rural communities in Mopani District and adaptation strategies they have employed to cope with drought. A mixed methods approach with both quantitative and qualitative datasets was used. The district was divided into two distinct climatic areas: the drier eastern lowveld and the wetter western bushveld. Questionnaires were administered among community members whilst key informant interviews were conducted among relevant government and municipal officials. Climate data was used to characterize historical drought using a Standardized Precipitation and Evapotranspiration Index whilst vegetation anomaly maps were used to demonstrate impacts. Spatially distinct patterns of drought conditions were evident with harsh and dry conditions towards the east. It was found that nearly half the time there is some form of drought or another in the district mostly linked to the remote El Nino phenomenon. In several areas, rain-fed agriculture is no longer tenable, with a direct impact on rural livelihoods. A Household Vulnerability Index determined variable levels of vulnerability such that different strategies are employed to adapt to drought some of which cause environmental problems. Local government intervention strategies include supply of seeds and fertilisers, providing cheap fodder and supplying water using trucks. The findings of this study contribute to disaster risk reduction efforts in a region that is highly vulnerable to current and future climate-risks.
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Samie, A, Makonto, T. O, P. Mojapelo, P. O. Bessong, J. O. Odiyo, and P. O. Uaboi Egbenni. "Physico-chemical assessment of borehole water used by schools in Greater Giyani Municipality, Mopani district, South Africa." African Journal of Biotechnology 12, no. 30 (July 24, 2013): 4858–65. http://dx.doi.org/10.5897/ajb12.1506.
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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.
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Mathebula, Rifumuni Nancy, and Tawanda Runhare. "The Knowledge Landscape of School Disciplinary Committees on Disciplinary Policies in Mopani Education district, Limpopo Province, South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 4 (April 30, 2021): 320–39. http://dx.doi.org/10.26803/ijlter.20.4.17.
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Despite the clarity of the South African Schools Act (SASA) 84 of 1996 on the need to craft and implement a learners’ Code of Conduct by school governing bodies (SGBs), there seems to be a gap between the espoused learner disciplinary policies and practice at schools. Using the case study research design, the knowledge scope on education policies by the school disciplinary committees (SDCs) was examined at two secondary schools in a predominantly rural South African district. The study employed a qualitative approach to gather data from purposefully selected informants using focus group and face-to-face interviews. The study sample was composed of 35 participants who were school disciplinary policy duty bearers, comprising 10 SGBs, 10 school management teams (SMTs) and 10 SDC members, as well as five class teachers. The main findings from the thematically analysed narrative data pointed to inadequate knowledge of policies by most SDC committee members. In addition, although the two schools had learners’ codes of conduct that were aligned to SASA, the SDCs were loosely adhering to the provisions of the disciplinary policies in their operations. The gap between the espoused policy and policy in action was found to be due to the policy duty bearers’ inadequate knowledge of the national policy that governs school discipline. This calls for the Department of Basic Education (DBE) to offer policy enhancement workshops for SDCs and to employ a policy monitoring instrument on the functioning of SCDs.
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Mabaso, R. G., A. O. Oduntan, and M. B. L. Mpolokeng. "Refractive status of primary school children in Mopani district, Limpopo Province, South Africa." African Vision and Eye Health 65, no. 4 (January 21, 2006). http://dx.doi.org/10.4102/aveh.v65i4.267.
Full textAbstract:
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% respective-ly. 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 signifi-cant 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) astig-matism (5.4%). With-the-rule astigmatism was more common in females than males; ATR astigmatism and OBL astigmatism were common in males. Regular vision screening programmes, appropriate referral and vision correction in primary schools in Mopani district are recommended in order to elimi-nate refractive errors among the children.
Dissertations / Theses on the topic "Rural schools – South Africa – Mopani District Municipality"
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Mokgalabone, M. S. "Analyzing the technical and allocative efficiency of small-scale maize farmers in Tzaneen Municipality of Mopani District: a cobb-douglas and logistic regression approach." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1215.
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Thesis (M.Sc (Agricultural Economics)) --University of Limpopo, 2015Agriculture plays an important role in uplifting the economy of South Africa. Small-scale farmers in rural areas are linked with poverty and operate inefficiently due to over or under utilization of some of the factors of production. This study aimed at analysing the technical and allocative efficiency of small-scale maize farmers in Tzaneen municipality. The objectives of the study were: (i) To assess the level of technical and allocative efficiency of small-scale maize farmers in Tzaneen municipality, (ii) To identify socio-economic factors affecting the efficiency of small-scale maize farmers in Tzaneen municipality and (iii) to investigate the areas of improvement with regard to the operational management of the small-scale maize farmers in Tzaneen municipality. The study employed the Cobb-Douglas production function and the logistic regression model to analyse data. The Cobb-Douglas production function results revealed that small-scale maize farmers in Tzaneen municipality are technically efficient in the production of maize with the highest mean technical efficiency value of 0.71%. The study further revealed that farmers were allocatively inefficient with a mean allocative efficiency value of 0.39%. The logistic regression analysis revealed important variables such as the level of education (1.05), experience in farming (2.74), access to irrigation water (0.59), purchase of hybrid seed (0.74), access to credit (2.13) and extension visits (0.85) were positively significant towards the efficiency of farmers. Variables such as gender of the farmer (-1.79) and off-farm income (-2.72) were found to be negatively significant towards the efficiency of small-scale maize farmers in Tzaneen Municipality. The findings obtained in this study could be quite useful to policy makers. This study recommend that there is a need for more visits from the extension officers as well as training on inputs allocation, since variables like Seed (0.41), fertilizer (0.17), capital (0.71) and expenses (-0.204) were found to be inefficiently allocated in the production of maize. The provision of easy, quick and adequate credit deserves to be a top priority on the agenda of policy makers since most small-scale maize farmers in Tzaneen municipality does not receive off-farm income. Small-scale farmers in Tzaneen municipality also need to have access to enough arable land in order to increase production. Small-scale farmers in South Africa and other developing countries contribute to employment creation and food security in the households, therefore, it is important that government fully support such farmers.
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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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Mafokwane, Moore Fridah. "An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province." Diss., 2017. http://hdl.handle.net/10500/24499.
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This study aims to investigate the challenges affecting reading in the foundation phase and to explore the different approaches that teachers use to address them. The research is qualitative in nature and used a case study approach. Data was collected through semi-structured interviews, observations, and document analyses. Participants were teachers from two different schools in the rural areas of Bolobedu, Limpopo Province of South Africa. The data collected revealed the challenges encountered by teachers in teaching reading in the foundation phase of schooling. I also analysed documents that teachers used in teaching reading. The documents were used to triangulate the data obtained through observations and interviews. Content analysis was used to interpret and make meaning of the data. The findings revealed challenges of a socio-economic nature, parental involvement, family roles, poverty, teacher competency, availability of resources and language barriers leading to barriers to reading. In addressing these challenges, teachers rely on workshops, phase and grade meetings and their personal experiences.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Mathekga, Sontaga Steyn. "Teachers’ perceptions of parental involvement in children’s education in rural Limpopo Province schools." Diss., 2016. http://hdl.handle.net/10500/20009.
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The purpose of the study was to investigate teachers’ perceptions of parental involvement in children’s education in the rural Mawa and Molototsi circuits in the Mopani district, Limpopo Province. Three-hundred-and-thirty (330) teachers participated in this research survey. The results indicated that the common perception amongst teachers was that parental involvement had positive benefits for both learner performance and social behaviour. The study also revealed that schools used involvement initiatives and strategies to a lesser extent than expected. Primary schools reported higher rates of parental involvement than secondary schools, which suggested that parents of primary school children were likelier to involve themselves in school governance than those of secondary school children. The extent to which the school used media to promote parental involvement was found to be small and moderate. The respondents also perceived certain social and economic barriers as moderate to large impediments to parental involvement.Educational Leadership and Management
M. Ed. (Education Management)
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Shilubane, Tiny Thandiwe. "Empowering of rural women of Mopani through adult literacy programmes." Thesis, 2007. http://hdl.handle.net/10500/2540.
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Literacy is a key outcome of education. Although literacy is a basic human right, and, can lay the foundation for further education and training, there is still a high number of illiterate people in South Africa. Black rural women form the majority of non-literates in the country and this has a negative impact on the development of the country. This means that rural women are still marginalized and stay in conditions of squalor because they are unemployed, poor and lack skills required by the labour market.
This study focuses on the importance and benefits of literacy programmes to the empowerment of black rural women. It was conducted in two rural areas of Mopani District Municipality, in Greater Giyani. Rural women who have been socially excluded and benefited less from the growing economy need to be empowered through literacy programmes to stand up and fight poverty, ill health and other social ills they face. The qualitative method was employed where participants were involved in focus group and one on one interviews so as to evaluate the effectiveness of the literacy programmes.
The results of the study indicate that literacy programmes did empower women to a certain extent because they have gained functional skills and they involve themselves in community development programmes. However, the engagement of all stakeholders in the provision of quality literacy programmes can emancipate rural women so that they may take their rightful places in society.Educational Studies
(M. Ed. (Secialisation in Adult Education))
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Baloyi, Famanda Thomas. "The financial management of section 21 schools in the Mopani District, Limpopo Province." Diss., 2015. http://hdl.handle.net/10500/20108.
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This research focussed on the roles and responsibilities of school principals, School Governing Body chairpersons and finance officers in managing the finances of Section 21 schools to ensure that quality teaching and learning are provided within context. A qualitative investigation was conducted using individual interviewing. This was supplemented by a study of official documents on financial management at the different research sites. A research sample of 33 participants consisting of eleven school principals, eleven School Governing Body chairpersons, and eleven finance officers represented the selected eleven schools. The findings revealed that school principals lack knowledge and understanding of legislation on financial management. All three types of role-players lack capacity to augment school finances, capacity to manage school assets sufficiently, and capacity to comply with prescripts guiding school finance management. Based on the perceptions of participants, guidelines are provided to improve the capacity of the role-players to manage school finances effectively.Educational Leadership and Management
M. Ed. (Education Management)
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Malekutu, Mmangoako Julia. "Survival strategies used by unemployed rural women in Calais Village, Maruleng Municipality in Mopani District." Thesis, 2014. http://hdl.handle.net/10386/1245.
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Thesis (M. Ed. (Community and Continuing Education)) -- University of Limpopo, 2014The purpose of this study was to investigate the survival strategies used by unemployed rural women in Calais village. The study was conducted at Calais village in Maruleng Municipality in the Limpopo Province. The aim of the study was to investigate the survival strategies used by unemployed rural women at Calais Village. In order to achieve the aims outline above, I have formulated the following research question: What are the survival strategies used by unemployed rural women at Calais village? With the study I wanted answers to the above question so that the department of social welfare can help in investigating further how unemployed rural women survive. In order to answer the question above, I decided to conduct a qualitative research by doing fieldwork at Calais village. I will also discuss about how to identify unemployed rural women, causes of unemployment and the challenges women from rural areas are faced with. I will also discuss the history of education in South Africa. In chapter two I outlined the theoretical framework of the study. The following key concepts were defined: unemployment, empowerment, social exclusion, strategy, and social grant. From the relevant literatures, I found out that the issue of survival strategies used by the unemployed rural women need to be taken into consideration. I also defined the following concepts, unemployment, empowerment, social exclusion, strategy, and social grants. The study found that unemployed rural women are surviving from child grants and hand-outs, food security, subsistence farming, EPWP and street vendor. Chapter three has to do with the design of the study. The main focus was to discuss i the fieldwork as a track I used for data collection. The fieldwork track was divided into four phases of data collection. I gave an explanation and discussion of the instruments that were utilised when the data was collected from the different role play players in various phases of data collection. The data was analysed by using qualitative method. I concluded the chapter by discussing the stages of data collection. In chapter four I presented the findings of the study. The strategies that might be useful for unemployed rural women to survive were discussed. I have also outlined in detail the views of the interviewees in relation to the assumptions of this study. I concluded the chapter discussing the findings of the observations based on the study. I also discussed about issues to be considered in ethical considerations. In the final chapter which is chapter five I presented the final conclusion and recommendations of the study. I also discussed about the recommendations for further studies. In the chapter I further integrated the information from the previous chapters in discussing the survival strategies that can be employed by unemployed rural women. I concluded the chapter by discussing the reflections, which are to do with my difficulties and learning experiences when I conducted the research.
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Ringani, Tsakani Gladys. "The academic performance of orphaned learners at high schools in Shamavunga Circuit, Limpopo Province, South Africa." Diss., 2018. http://hdl.handle.net/10500/25551.
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The study investigated the academic performance of orphaned secondary school learners between the ages of thirteen and eighteen in the Shamavunga Circuit. The study used the qualitative method. This included the sampling of ten orphaned learners from one school in the Shamavunga Circuit. The qualitative component of the study involved sampling three educators and three guardians of orphaned learners from one secondary school in the Shamavunga Circuit. This study was aimed at investigation the perceptions of educators and learners of the academic performance of orphaned learners at secondary schools in the Shamavunga Circuit, Limpopo province. The study found that the educators were of the view that, as compared to their counterparts, orphaned learners are more likely to display unruly behaviour, a lack of concentration and an inability to complete their written schoolwork. The educators also suggested that because the majority of orphaned learners were heading their families (child-headed), there was no one to monitor and supervise them. On the other hand, it has been suggested that the majority of orphaned learners were staying with their caregivers/guardians. The study also revealed that the educators were not well trained in terms of dealing with orphaned learners. In other words they lacked the proper skills and knowledge required to deal with orphaned learners. On the other words, the orphaned learners were of the view that some of the educators were not treating them well as they called them names and they were also not providing them with the support that they should have been receiving from adults who should be playing a parental role in their lives. Furthermore, some of the orphaned learners suggested that the caregivers (guardians) with whom they lived misused their grants for their own benefit. The study also revealed that the guardians of orphaned learners were often not coping and were uneducated. Accordingly, they were unable to adequately meet the needs of these orphaned learners. In conclusion, the study recommended interventions at the school, government as well as the community levels. For example, it is suggested that grandparents (guardians) be provided with support as they were becoming exhausted as a result of having to look after the orphaned learners. It is also suggested that the government build more drop-in centres and orphanages and also provide training for the educators who have to deal with the orphaned learners.Educational Leadership and Management
M. Ed. (Education Management)
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Rapeta, Seshoka Joseph. "Rightsizing in public schools : the experiences of educators and stakeholders of rationalisation and redeployment as policy." Thesis, 2019. http://hdl.handle.net/10500/26238.
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Rationalisation and redeployment of educators in South Africa negatively affects teaching and learning in schools. The purpose of this study was to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. The study was conducted in schools of the Mopani district in Limpopo Province. Limpopo schools experience redeployment every year as the learner enrolment fluctuates. This increase or decrease of learner enrolment causes compulsory transfer of educators from the school with low enrolment to the school with greater enrolment.
A legal framework, social justice and transformational leadership theory underpinned this study. The study used a qualitative research framework and methodology located within the constructivist paradigm to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. This qualitative study employed a case study design, the case being redeployment of educators. Principals, educators, secretaries of school governing bodies, union members and circuit managers were selected as stakeholders to participate in the study. Semi-structured, face-to-face interviews were conducted with principals, secretaries of governing bodies, union members and circuit managers. Two focus groups with educators, who were once redeployed, were used, one from a primary school and the other from a secondary school. Observations and document analysis were also used in this study for triangulation. Data were coded and analysed through qualitative content analysis.
The study found that rationalisation and redeployment affect the morale of educators It was also revealed that principals use the process for their personal advancement. Again, rationalisation and redeployment hinder the school performance as it takes place in the middle of the year. This study recommended that rationalisation and redeployment be done once within a three-year cycle. It was also recommended that redeployed educators should be counselled to boost their low morale.Educational Management and Leadership
Ph. D. (Education Leadership and Management)
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Nkanyani, Basambilu Eunice. "The impact of the rural infrastructure support programme on poverty alleviation projects at Greater Giyani Municipality, Mopani District, Limpopo Province." Thesis, 2017. http://hdl.handle.net/10386/2555.
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Thesis (M. Dev.) -- University of Limpopo, 2017Rural areas of South Africa are characterised by high levels of unemployment and poverty resulting from lack of economic infrastructure. This led to the initiation of the Comprehensive Rural Development (CRDP) in 2009 to address poverty and lack of development in rural areas. Infrastructure provision to rural communities was identified as one of the main priorities of government. It was piloted in Muyexe village of Limpopo Province due to its lack of basic infrastructural services. This study was undertaken to investigate the impact made to cooperatives through the utilization of the infrastructures in terms of income generation and poverty alleviation. It also aimed at determining how sustainable the programme will be in the long-term. The key research questions asked were to determine if infrastructure provision could contribute to poverty alleviation and to determine how sustainable such programmes may be. Again, the study had to evaluate how the programme was implemented, to identify challenges faced and the gaps. It also recommends the solutions for future implementation of the programme. The study used a quantitative survey questionnaire which was administered to 30 beneficiaries of the projects. The findings of the study revealed that infrastructure for farming, brick laying, arts and craft and cosmetics manufacturing were provided to the cooperatives depending on their needs. The infrastructure provision programme contributed to improving the working conditions of the cooperatives but the impact made in terms of job creation, income generation, improving livelihoods and poverty alleviation is limited to a number of households. The programme had loopholes during its implementation due to lack of integration between the spheres of government and also lack of proper consultation. Cooperatives are still faced with a high challenge of lack of infrastructure because the infrastructure supplied was insufficient. The study recommends that proper consultation must be done to ensure that there is maximum participation by all concerned stake holders including the community. Effective mechanisms for training, supervision and designing of monitoring tools must also be done. Due to time, a larger sample could not be done and future research needs to be undertaken on a lager sample and also on the management of infrastructure provided to ensure that there is accountability amongst cooperatives.