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Journal articles on the topic 'School administrators – South Africa – Limpopo'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Mabade, Avhurengwi Samson. "Ensuring Quality Safety in Schools: A Participatory Action Research Approach." Advances in Social Sciences Research Journal 8, no. 1 (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
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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 (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 +3.5
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Mojapelo, Samuel, and Luyanda Dube. "SCHOOL LIBRARY DEVELOPMENT VS POLICY PROVISION: DIVERGENCE OR CONVERGENCE?" Mousaion: South African Journal of Information Studies 32, no. 4 (2016): 1–12. http://dx.doi.org/10.25159/0027-2639/1646.

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A policy and legal framework for school libraries is a guiding framework for the provision, development and management of school libraries. Similarly, it is a lever that standardises school library development, management and practice. Although the existence of a policy does not guarantee the development of efficient and functional school libraries, its inherent value cannot be overemphasised. It is widely documented that in South Africa, only 7.2 per cent of public schools have functional school libraries, which are crucial to enrich the quality of teaching and learning and support learners a
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Matlala, Sogo F., AGW Nolte, and MA Temane. "Secondary school teachers’ experiences of teaching pregnant learners in Limpopo province, South Africa." South African Journal of Education 34, no. 4 (2014): 1–11. http://dx.doi.org/10.15700/201412052112.

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Fairhurst, Joan, and Madzinge Nembudani. "Government policy, demography and primary school enrolment in Vhembe District, Limpopo, South Africa." Education as Change 18, no. 1 (2013): 151–61. http://dx.doi.org/10.1080/16823206.2013.847016.

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Bulled, Nicola, Kara Poppe, Khuliso Ramatsisti, et al. "Assessing the environmental context of hand washing among school children in Limpopo, South Africa." Water International 42, no. 5 (2017): 568–84. http://dx.doi.org/10.1080/02508060.2017.1335140.

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Solomon, Mabapa, Mbhenyane Getrude, L. Pieter, Mamabolo Lesly, and Amey Alphonse. "Iodine Status of Rural School children in Vhembe District of Limpopo Province, South Africa." Current Research in Nutrition and Food Science Journal 2, no. 2 (2014): 98–105. http://dx.doi.org/10.12944/crnfsj.2.2.07.

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Iodine is essential for the synthesis of thyroid hormone. Iodine deficiency develops due to imbalance between dietary iodine intake and thyroid requirements. Iodine deficiency disorders (IDD) includes a wide spectrum of abnormalities in the physical and cognitive development of human.
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Mojapelo, Samuel Maredi. "Challenges in establishing and maintaining functional school libraries: Lessons from Limpopo Province, South Africa." Journal of Librarianship and Information Science 50, no. 4 (2016): 410–26. http://dx.doi.org/10.1177/0961000616667801.

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Most governments, particularly in poor and developing African countries, are hesitant to pledge themselves through a legislated school library policy to roll out an active and sustainable library and information service for their schools to improve the quality of education. In South Africa, providing schools with a well-resourced and well-staffed library and information service is even more challenging because of the inheritance of the apartheid education system prior to 1994. The article is limited to just one part of a research project which investigated the resource provision in public high
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Mpeta, M., J. J. R. de Villiers, and W. J. Fraser. "Secondary School Learners’ Response to the Teaching of Evolution in Limpopo Province, South Africa." Journal of Biological Education 49, no. 2 (2014): 150–64. http://dx.doi.org/10.1080/00219266.2014.914555.

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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 (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
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Madu, S. N., and M. P. Matla. "The Prevalence of Suicidal Behaviours among Secondary School Adolescents in the Limpopo Province, South Africa." South African Journal of Psychology 33, no. 2 (2003): 126–32. http://dx.doi.org/10.1177/008124630303300208.

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The aim of this study was to investigate the prevalence of suicidal behaviours among secondary school adolescents in the Limpopo Province. The participants in this study were 435 secondary school adolescents from Polokwane and surrounds. Two hundred and forty-three (56%) participants were female, and 192 (44%) were male. They were aged between 15 and 19 years, with a mean age of 17.25 years ( SD = 1.34). A questionnaire was used to record participants' demographic data and suicidal behaviours, including suicidal thoughts and threats, plans, and attempts to commit suicide). Thirty-seven percent
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Madu, Sylvester N., and Ma-Queen P. Matla. "FAMILY ENVIRONMENTAL FACTORS AS CORRELATES FOR ADOLESCENT SUICIDAL BEHAVIORS IN THE LIMPOPO PROVINCE OF SOUTH AFRICA." Social Behavior and Personality: an international journal 32, no. 4 (2004): 341–53. http://dx.doi.org/10.2224/sbp.2004.32.4.341.

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The perceived family environmental factors that could correlate with adolescent suicidal behaviors in the Limpopo Province (South Africa) were investigated. The participants were 435 secondary school adolescents from the Pietersburg area in the Limpopo Province of whom 56% were female, and 44% were male, aged between 15–19 years. A questionnaire was used to determine demographic variables, family environmental factors (Moos & Moos, 1989), and suicidal behaviors. Logistic regression analysis showed that: conflict in a family was a significant correlate for three forms of suicidal behaviors
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Kyei, Kwabena A. "Dropout in High Schools students–Modeling a Case Study in the Vhembe District, Limpopo Province, South Africa." Journal of Education and Vocational Research 5, no. 2 (2014): 65–72. http://dx.doi.org/10.22610/jevr.v5i2.154.

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South Africa experiences a significant amount of dropouts of high school learners every year. Only about 45% of learners who start primary school in a given year write matriculation examinations after 10 years of schooling. A high dropout rate deprives the country of well-informed and competent future leaders. This study looks at the factors that underlie dropout in high schools in the Vhembe district. A random sample of 5 villages was selected from 25 villages which have high schools. A census of high school dropouts in these 5 villages was conducted. About 660 dropouts were obtained and inte
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Mojapelo, Maredi Samuel. "(RE)THINKING AND (RE)POSITIONING LIBRARY PROGRAMMES AND SERVICES IN PUBLIC HIGH SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA." Mousaion: South African Journal of Information Studies 34, no. 3 (2017): 60–88. http://dx.doi.org/10.25159/0027-2639/420.

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Well-designed and well-planned library school programmes and services are essential to improve the development of reading and information literacy skills, particularly of the learners, which are crucial for the acquisition of life-long learning and independent study and accessing skills. However, because of inadequate and inefficient school library services in most South African schools, teachers and learners are deprived of opportunities to benefit and practically learn library programmes essential for the acquisition of knowledge, skills, competencies, values and orientations. They are also
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Khumalo, Shuti Steph. "ANALYZING THE EXPERIENCES OF WOMEN PRINCIPALS IN PRIMARY SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA THROUGH SOCIAL JUSTICE THEORY." Problems of Education in the 21st Century 79, no. 1 (2021): 47–59. http://dx.doi.org/10.33225/pec/21.79.47.

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School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social i
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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 (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 fa
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Malongane, F., and X. G. Mbhenyane. "Nutritional status of children on the National School Nutrition Programme in Capricorn District, Limpopo Province, South Africa." South African Journal of Child Health 11, no. 1 (2017): 11. http://dx.doi.org/10.7196/sajch.2017.v11i1.1124.

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Uwizeyimana, Dominique E., and N. S. Mathevula. "Factors contributing to female educators' underrepresentation in school management positions in Lulekani Circuit, Limpopo Province, South Africa." International Journal of Indian Culture and Business Management 16, no. 1 (2018): 71. http://dx.doi.org/10.1504/ijicbm.2018.088597.

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Uwizeyimana, Dominique E., and N. S. Mathevula. "Factors contributing to female educators' underrepresentation in school management positions in Lulekani Circuit, Limpopo Province, South Africa." International Journal of Indian Culture and Business Management 16, no. 1 (2018): 71. http://dx.doi.org/10.1504/ijicbm.2018.10009218.

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Thaba-Nkadimene, Kgomotlokoa Linda. "The influence of educational provision on teacher performance and learner outcomes among Limpopo primary schools." South African Journal of Education 40, no. 4 (2020): 1–10. http://dx.doi.org/10.15700/saje.v40n4a2039.

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In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers’ productivity and learners’ academic outcomes was examined. The primary objective of this study was to examine teachers’ and principals’ perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of part
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Khumalo, Shuti Steph. "The Role of Transformational School Leadership in Promoting Teacher Commitment: An Antecedent for Sustainable Development in South Africa." Discourse and Communication for Sustainable Education 10, no. 2 (2019): 22–32. http://dx.doi.org/10.2478/dcse-2019-0015.

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Abstract Promoting sustainable development is top on the agenda of many national governments. The provision of quality primary education is key in pursuing this agenda and relies heavily of committed teachers. This article explores the potential contribution of transformational leadership practices of primary school principals in promoting teacher commitment. It is argued that primary school principals who exhibit the transformational leadership feature of commitment motivate teachers towards commitment and thus contribute towards sustainable development. This study was quantitative in nature
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Chavalala, Lazaros, Rachel Lebese, and Shonisani Tshivhase. "Assessment of knowledge about condom use among high school students in selected schools of Limpopo Province, South Africa." HIV & AIDS Review 18, no. 3 (2019): 222–27. http://dx.doi.org/10.5114/hivar.2019.88267.

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23

Maluleke, Kidi, and Zeleke Worku. "Environmental Determinants of Asthma among School Children Aged 13-14 in and around Polokwane, Limpopo Province, South Africa." International Journal of Environmental Research and Public Health 6, no. 9 (2009): 2354–74. http://dx.doi.org/10.3390/ijerph6092354.

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Gcelu, Ntombizandile, Amy Sarah Padayachee, and Sekitla Daniel Makhasane. "Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (2020): 139–56. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a6.

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South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from fou
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Mogale, Makobo Lydia, and Mpho Calphonia Modipane. "The implementation of the progression policy in secondary schools of the Limpopo province in South Africa." South African Journal of Education 41, no. 1 (2021): 1–10. http://dx.doi.org/10.15700/saje.v41n1a1853.

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Globally, policy implementation in the education system has been found to be a challenging area of development. The South African education system is no exception to the ineffective implementation of policies. For example, in South Africa, the progression policy was introduced by the Department of Education in 2013 for the purpose of minimising school drop-out rates. It was intended particularly for learners who had been retained for more than 4 years in a phase. However, progressed learners have been said to be contributing to the decline of Grade 12 national results in 2015 and 2016. We argu
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S. Khumalo, Shuti. "Exploring the leadership practices of primary school principals through transformational leadership : a selected case in Limpopo Province, South Africa." Journal of Gender, Information and Development in Africa 8, no. 3 (2019): 21–38. http://dx.doi.org/10.31920/2050-4284/2019/8n3a2.

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Mamabolo, P. R. "Knowledge of emergency contraceptives among secondary school learners in the rural area of Moletji-Mashashane, Limpopo Province, South Africa." South African Journal of Obstetrics and Gynaecology 23, no. 3 (2017): 80. http://dx.doi.org/10.7196/sajog.1205.

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Mojapelo, Maredi Samuel, and Jacqueline A. Fourie. "LIBRARY AND INFORMATION RESOURCES IN RURAL SCHOOLS OF LIMPOPO PROVINCE: A SMALL STUDY." Mousaion: South African Journal of Information Studies 32, no. 2 (2016): 124–49. http://dx.doi.org/10.25159/0027-2639/1693.

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The purpose of this article is to report on a small study that investigated the availability of library and information resources in rural schools of Limpopo Province, South Africa. For the school curriculum to be successfully implemented, adequate library facilities, collections, staff and funds are required to support it. Data was collected by means of questionnaires directed to all teacher-librarians and principals in the high schools of the Lebopo Circuit, Capricorn District. The study found that most schools do not have functional school libraries. Converted classrooms serving as librarie
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Kubayi, Ntwanano Alliance. "Female Sport Participation In South African Rural Schools: Analysis Of Socio-Cultural Constraints." European Review Of Applied Sociology 8, no. 10 (2015): 6–10. http://dx.doi.org/10.1515/eras-2015-0001.

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AbstractThis study was carried out to examine constraints to sport participation among female secondary school students in Hlanganani rural area, Limpopo Province, South Africa. A total of 101 female students aged 17–24 years from four secondary schools were recruited to participate in the study. A self-administered questionnaire was used to collect data. Results indicated that the dress code, lack of energy, lack of family support and family commitment were identified as major constraints to sport participation among female students. The results of this study provide practical implications fo
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Matlala, Sogo France. "Concealed pregnancy among school-going adolescents in South Africa: A qualitative study on risks for maternal and child health." Bangladesh Journal of Medical Science 19, no. 4 (2020): 620–24. http://dx.doi.org/10.3329/bjms.v19i4.46616.

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Objective: Concealed pregnancy is a public health concern with risks to girl-education as well as maternal and child health. This paper focuses on concealed pregnancy amongst adolescents attending schools in Limpopo province of South Africa. It defines concealed pregnancy, some reasons for concealment, methods used, partners in crime and implications for girl-education as well as maternal and child health.
 Materials and methods: A qualitative and exploratory study using in-depth interviews with 10 pregnant adolescents attending school, five parents and 10 educators on their experiences o
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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 (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
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Lumadi, Rudzani Israel. "Critical path to a sustainable future of managing no-fee secondary schools in the Limpopo Province." South African Journal of Education 40, no. 4 (2020): 1–7. http://dx.doi.org/10.15700//saje.v40n4a2044.

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The disparity in the socio-economic status of South Africa has forced the government to adopt a funding policy for public secondary schools. The policy is based on funding schools considered to be poor because they are in poverty-stricken communities. Most of these schools lack infrastructure, and physical and financial resources to be run successfully, while the former Model C schools have adequate resources. In this article I advocate for equitable funding for all learners, and the role played by the school governing body (SGB) in the management of funds is also identified. Semi-structured i
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Dibete, Kgabo Johannes, and Onoriode Collins Potokri. "Policy compliance of SGB members on their financial management roles in selected no-fee schools in Limpopo province of South Africa." International Journal of Educational Management 32, no. 5 (2018): 799–812. http://dx.doi.org/10.1108/ijem-03-2017-0058.

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Purpose The purpose of this paper is to investigate the perceptions of school governing bodies (SGBs) members’ role in financial management in no-fee schools so as to understand their compliance with policy frameworks when managing school finances. No-fee schools are schools in which the learners cannot be levied fees because of the poor socio-economic background of their parents, and are located in Quintiles 1-3 according to National Norms and Standards for School Funding Policy. Design/methodology/approach A qualitative research design/approach within the interpretive paradigm was adopted fo
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Daniel, Phillip TK, and Scott Greytak. "Defining ‘Reasonable’ in the School Setting: The Legal Standards for School Principals, Administrators, and Educators in South Africa and the United States." Southern African Public Law 29, no. 1 (2017): 118–33. http://dx.doi.org/10.25159/2522-6800/3621.

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Maputle, M. S., R. T. Lebese, and L. B. Khoza. "Perceived Challenges Faced by Mothers of Pregnant Teenagers who are Attending a Particular School in Mopani District, Limpopo Province, South Africa." International Journal of Educational Sciences 10, no. 1 (2015): 142–48. http://dx.doi.org/10.1080/09751122.2015.11890352.

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Modjadji, Perpetua, and Josephine Mashishi. "Persistent Malnutrition and Associated Factors among Children under Five Years Attending Primary Health Care Facilities in Limpopo Province, South Africa." International Journal of Environmental Research and Public Health 17, no. 20 (2020): 7580. http://dx.doi.org/10.3390/ijerph17207580.

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Despite years of interventions intended to reduce child malnutrition in South Africa, its negative effects, stunting in particular, persist mainly among children under five years old living in under-resourced regions. A cross-sectional study was conducted to determine the prevalence of malnutrition and associated factors among 404 children under age five attending childcare services with their mothers in selected healthcare facilities of Limpopo Province, South Africa. Anthropometry, socio-demographics and obstetric history were collected. Height-for-age, weight-for-age and body mass index-for
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Ramugondo, Mpho, Lindelani Fhumudzani Mushaphi, and Ngoako Solomon Mabapa. "Salt Used for the National School Nutrition Program (NSNP) in Rural Schools of Limpopo Province, South Africa, has Adequate Levels of Iodine." Biochemistry Research International 2021 (May 31, 2021): 1–9. http://dx.doi.org/10.1155/2021/5522575.

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Background. Salt iodisation is considered the most effective long-term public health intervention for achieving optimal iodine nutrition. Effective salt iodisation is a prerequisite for the sustainable elimination of iodine deficiency disorders. The aim of this study was to determine iodine concentration of salt used for the National School Nutrition Program (NSNP). Methods. A cross-sectional study was conducted in 359 food handlers from Vhembe and Mopani districts of Limpopo Province, South Africa. The questionnaire was administered to solicit data on demographic information, general question
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Jenkins, Glenn P., and Armin Zeinali. "Cost-effective infrastructure choices in education: Location, build or repair." South African Journal of Economic and Management Sciences 18, no. 1 (2015): 70–83. http://dx.doi.org/10.4102/sajems.v18i1.818.

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The purpose of this study is to develop a model to arrive at a joint optimising strategy for capital budgeting for the construction of new school buildings and for the renovation of existing schools. This model provides a practical tool for ranking construction projects so as to yield the maximum positive impact on the education system. A key aspect of the model is that it provides the optimal mix of renovation and new construction that should be undertaken under a fixed budget constraint.The model is applied to a sample dataset from the education sector of Limpopo province, South Africa, in o
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Odiyo, John Ogony, Mashudu Maxwell Mathoni, and Rachel Makungo. "Health Risks and Potential Sources of Contamination of Groundwater Used by Public Schools in Vhuronga 1, Limpopo Province, South Africa." International Journal of Environmental Research and Public Health 17, no. 18 (2020): 6912. http://dx.doi.org/10.3390/ijerph17186912.

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Public schools in most rural areas of South Africa depend on untreated groundwater due to unreliable water supply by the municipalities. This has the potential to cause water-related health problems to school children. Temperature, pH, and electrical conductivity (EC) were measured in situ. Chemical (fluoride, chloride, sulphate, phosphate, nitrate, magnesium, calcium, sodium, and potassium) and microbial (Escherichia coliform (E. coli), Salmonella typhimurium, and Shigella flexneri) water quality parameters were analysed in groundwater samples from 10 public schools in Vhuronga 1 to determine
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Fennie, Thelma, Mokgadi Moletsane, and Anita Padmanabhanunni. "Adolescents' experiences of menarche and menstruation in disadvantaged schools in South Africa: a qualitative exploration." Health Education 121, no. 4 (2021): 408–19. http://dx.doi.org/10.1108/he-12-2020-0122.

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PurposeThis study explores how menstruation is perceived, experienced and navigated by school-going adolescent girls living in low-to-middle income settings in South Africa. Existing research from developing countries suggest that the onset of menstruation has implications for school attendance and academic performance. There is evidence that menstrual cycle–related symptoms (primarily physical) lead to difficulties in, or interference with, and disengagement from school, social relations, and physical activities (van Iersel et al., 2016; Steiner et al., 2011; Kiesner and Pastore, 2010; Taras,
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Samie, A., C. L. Obi, S. Tzipori, L. M. Weiss, and R. L. Guerrant. "Microsporidiosis in South Africa: PCR detection in stool samples of HIV-positive and HIV-negative individuals and school children in Vhembe district, Limpopo Province." Transactions of the Royal Society of Tropical Medicine and Hygiene 101, no. 6 (2007): 547–54. http://dx.doi.org/10.1016/j.trstmh.2007.02.005.

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Samie, A., P. O. Bessong, C. L. Obi, et al. "Cryptosporidium species: Preliminary descriptions of the prevalence and genotype distribution among school children and hospital patients in the Venda region, Limpopo Province, South Africa." Experimental Parasitology 114, no. 4 (2006): 314–22. http://dx.doi.org/10.1016/j.exppara.2006.04.007.

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Mafukata, Mavhungu Abel. "Skills-based constraints and complexities affecting small-scale communal cattle farmer entrepreneurs in Vhembe District." International Journal of Research in Business and Social Science (2147-4478) 4, no. 3 (2015): 11–27. http://dx.doi.org/10.20525/ijrbs.v4i3.19.

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This paper investigates constraints and complexities affecting entrepreneurial and Agri-business small-scale communal cattle farming success and sustainability in the Vhembe District of Limpopo Province, South Africa. The respondent entrepreneur farmers were randomly selected (n=55) amongst 183 other farmers for primary data collection. A semi-structured cross-language (English-Tshivenda) questionnaire was employed to gather the data. Key Informant Interviews (KIIs) and Focus Group Discussions (FGDs) were also employed. The results of this paper revealed that the entrepreneur farmers’ formal s
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Mushaphi, Lindelani Fhumudzani, Tjale Cloupas Mahopo, Cebisa Noxolo Nesamvuni, et al. "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 (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 group
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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 (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 a
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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 (2011): 265–81. http://dx.doi.org/10.1177/0255761411408503.

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Mushipe, Melody, and Ugorji Iheanachor Ogbonnaya. "Geogebra and Grade 9 Learners’ Achievement in Linear Functions." International Journal of Emerging Technologies in Learning (iJET) 14, no. 08 (2019): 206. http://dx.doi.org/10.3991/ijet.v14i08.9581.

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Learners’ underachievement in mathematics is one major challenge in South Africa. Reports show that one of the topics that learners struggle with is functions. Many teachers also struggle to teach the topic effectively. The foundation of functions in the school mathematics curriculum is in the senior phase of schooling (Grades 7-9). Functions need to be taught effectively at the foundation level in order to ensure smooth content progression into the higher grades. Several studies globally have advocated the integration of graphing software with the teaching of some topics in mathematics includ
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Rose Maluleke, Kidi. "Use of Biomass Fuel in Households within Limpopo Province of South Africa and Its Association with Asthma among School Children Aged Thirteen and Fourteen Years of Age." Public Health Research 2, no. 1 (2012): 20–27. http://dx.doi.org/10.5923/j.phr.20120201.04.

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Jideani, A. I. O., K. A. Kyei, T. Takalani, et al. "Assessing Differences in the Perception and Awareness of Food Science and Technology amongst High School Learners in the Five Districts of the Limpopo Province of South Africa." Journal of Human Ecology 50, no. 1 (2015): 83–92. http://dx.doi.org/10.1080/09709274.2015.11906862.

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Ball, Arnetha F. "The Value of Recounting Narratives." Narrative Inquiry 8, no. 1 (1998): 151–80. http://dx.doi.org/10.1075/ni.8.1.07bal.

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This article examines the narratives of more than fifty students and teachers who live and work in inner-city areas of the U.S. and South Africa. The purpose of this investigation was to consider some striking similarities in the themes that emerged from the narratives of "most memorable learning experiences" shared by these inner-city learners and their implications for policy. In this article, attention is given not only to the value of these narratives to the individuals who have shared them, but also to the value of sharing these narratives with "Others" (i.e., policy makers, administrator
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