Academic literature on the topic 'Teachers – South Africa – Limpopo'
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Journal articles on the topic "Teachers – South Africa – Limpopo"
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 (November 30, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n4a2039.
Full textMojapelo, 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 (October 12, 2016): 410–26. http://dx.doi.org/10.1177/0961000616667801.
Full textMatlala, 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 (November 30, 2014): 1–11. http://dx.doi.org/10.15700/201412052112.
Full textKhumalo, 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 (December 1, 2019): 22–32. http://dx.doi.org/10.2478/dcse-2019-0015.
Full textMojapelo, 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 (February 17, 2017): 60–88. http://dx.doi.org/10.25159/0027-2639/420.
Full textMojapelo, Samuel, and Luyanda Dube. "SCHOOL LIBRARY DEVELOPMENT VS POLICY PROVISION: DIVERGENCE OR CONVERGENCE?" Mousaion: South African Journal of Information Studies 32, no. 4 (September 29, 2016): 1–12. http://dx.doi.org/10.25159/0027-2639/1646.
Full textRoux, C. J., and M. Sakala. "Physical education in rural primary schools of Limpopo and Mpumalanga provinces, South Africa : teachers' perspectives." African Journal for Physical Activity and Health Sciences (AJPHES) 26, sup1_1 (December 31, 2020): 128–42. http://dx.doi.org/10.37597/ajphes.2020.s.9.
Full textMaree, Jacobus G., and Jacob M. Molepo. "Achievement in Mathematics in Grades 9 and 11 in Limpopo Province of South Africa: Introduction of a Problem-Based Approach." Psychological Reports 97, no. 3 (December 2005): 732–36. http://dx.doi.org/10.2466/pr0.97.3.732-736.
Full textMuthevhuli, 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.
Full textChauke, Phineas Khazamula, and Hlekani Muchazotida Kabiti. "Teachers’ Perceptions on Agricultural Science Curriculum Evolvement, Infrastructure Provision and Quality Enhancement in Limpopo Province, South Africa." International Journal of Educational Sciences 14, no. 1-2 (July 2016): 93–101. http://dx.doi.org/10.1080/09751122.2016.11890482.
Full textDissertations / Theses on the topic "Teachers – South Africa – Limpopo"
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.
Full textMudau, Mpheletshedzeni Joyce. "Strategies and attitudes of teachers towards learners with behaviour problems in rural areas of the Limpopo Privince, South Africa." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53065.
Full textENGLISH ABSTRACT: This .study is .almed at exploring teacher attitudes towards learners presenting with behavior problems and the subsequent strategies they use to manage such problems. Teachers under consideration are from the Limpopo Province, South Africa. In order to better understand the impact of such attitudes and strategies, theoretical underpinnings from the literature as well as the effect of training are also considered. Data gathered from this study was analysed by means of SPSS using descriptive statistics. High levels of behavioural problems appear to be present in the respondents' classrooms, with most teachers attempting to deal with these issues in a contextual manner. Furthermore, those respondents who have received training would appear to be doing so more than those teachers who have not received training. Results of this study also highlight areas on which future research could focus. These include teacher emotions and the effect training has on these emotions.
AFRIKAANSE OPSOMMING: Hierdie studie het ten doelom onderwysers se houdings te ondersoek teenoor leerders met gedragsprobleme en die strategieë wat hulle gebruik om sulke probleme te hanteer. Die onderwysers is woonagtig in die Limpopo Provinsie, Suid Afrika. Deur gebruik te maak van beskrywende statistiek, is die data wat ingesamel is deur middel van die SPSSprogram verwerk. Dit blyk dat die voorkoms van gedragsprobleme hoog is en dat onderwysers dit op uiteenlopende maniere binne konteks hanteer. Die studie het verder getoon dat die respondente wat opleiding ontvang het die probleme meer effektief hanteer as daardie respondente wat nie opleiding ontvang het nie. Die studie beklemtoon die belang van die houdings van onderwysers in die hantering van gedragsprobleme in die klaskamer en maak ook aanbevelings vir verdere navorsing in hierdie verband.
Raselabe, Matodzi Johannah. "Foundation phase educators' perception of curriculum 2005 in the Nzhelele West circuit." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3304.
Full textThis study is centered on the perception of Foundation Phase educators in the Nzhelele West Circuit in the province of Limpopo of Curriculum 2005. The implementation of Curriculum 2005 created much uncertainty among these teachers. The study took the form of a survey of published and unpublished sources, questionnaires, interviews and observations. Respondents were made up of stakeholders affected by the introduction of the new curriculum. Recommendations have been made about how the new curriculum should have been planned, developed and implemented to make foundation phase educators feel confident and able to help in the interpretation and implementation of the curriculum so as to help achieve the developmental goals of the South African Education System.
Maluma, T. R. "The attitude of educators towards assessment in schools where learners with barriers are included: a case study." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2821.
Full textWithin the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided.
Sebela, Mokgoko Petrus. "Using teacher action research to promote constructivist learning environments in mathematics classes in South Africa." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14508.
Full textSimple correlation and multiple regression analyses were conducted to examine whether associations exist between learners' attitudes towards their mathematics class and their perceptions of the learning environment. The results indicated that student attitudes were associated with more emphasis on all four CLES scales used. Two scales, Uncertainty and Student Negotiation, were found to contribute most to variance in student attitudes in mathematics classes in South Africa when the other CLES scales were mutually controlled. Descriptive analysis was used to provide information about the constructivist nature of mathematics classes in the Limpopo Province of South Africa. The results indicate that students would prefer a learning environment that is more positive than the one that they perceive as being present in terms of emphasis on all four CLES scales used. The second phase involved a 12-week intervention period during which two teachers used the pretest profiles of actual and preferred classroom environment means to assist them to develop strategies aimed at improving the constructivist orientation of their classroom learning environments. The teachers implemented the strategies and maintained daily journals as a means of reflecting on their teaching practices. Throughout the 12-week period, the researcher made regular support visits that included classroom observations, reviews of daily journals, discussions with teachers and interviews with learners.
As well, the researcher had the opportunity of giving support to the teachers in the implementation of their strategies. At the end of the 12 weeks, the CLES was re-administered to learners to determine whether their perceptions of the constructivist emphasis in their classroom learning environments had changed. The posttest graphical profiles indicated that there was a sizeable improvement in teachers' emphasis on CLES dimensions in their classrooms. Apparently, teachers using action research are able to use learners' responses to the CLES to develop and implement strategies for improving their learning environment. The study suggests that journal writing, as a tool used by teachers on a daily basis, can improve their professional expertise as reflective practitioners.
Mathevula, N. S. "Promotion of female educators into managment positions at schools in Lulekani Circuit in the Mopani District, Limpopo Province, South Africa." Thesis, University of Limpopo (Turfloop Campus), 2014. http://hdl.handle.net/10386/1452.
Full textThe purpose of the study is to explore the views of educators with regard to the promotion of female educators to management positions at primary schools in Lulekani Circuit in the Mopani District, Limpopo Province. Specifically, this research sought to identify the factors perceived by both men and women in management positions and those who are not in management positions to be the cause of the ongoing under-representation of women at school management level. At present there are many more female educators at primary schools in the Lulekani Circuit than there are male educators. However, to date in the circuit there are many more male educators occupying management positions at these primary schools than there are females. A qualitative research method in the form of semi-structured face-to face interviews was used in this study to investigate the perceived and actual barriers and challenges which impede the promotion of female educators to management positions at primary schools in the Lulekani Circuit in the Mopani District, Limpopo Province. Twenty participants, who included both male and female educators, from five primary schools participated in one-on-one, face-to-face interviews for the purpose of this study. The sample included educators who occupy management positions (principals, deputy principals and heads of departments) and those who do not occupy management positions. The study revealed that the under-representation of female educators in management position is a highly complex issue which is influenced by factors ranging from women’s lack of confidence, lack of support from colleagues and family, gender stereotyping, family commitments and pressure from conflicting roles. The exclusion of female educators from management positions is matter of concern because, not only does it exclude a significant section of the South African community from participating in decisions that directly affect them, but it also violates the principles of equality and of the creation of a non-sexist society which are enshrined in the South African Constitution. It is recommended that urgent steps be taken by all stakeholders to ensure equal representation of both male and female educators in management positions at schools. Keywords: Promotion, management position, barriers, leadership, underrepresentation, Gender, stereotypes, glass ceiling
Radzilani, Thifhelimbilu Emmanuel. "The function and frequency of teachers code switching in two bilingual primary schools in the Vhembe district of Limpopo province." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96103.
Full textENGLISH ABSTRACT: The decision by teachers to use a specific language for teaching in a bilingual context is influenced by a number of factors. These may include learners’ linguistic background, parental preferences on the use of language for teaching and learning, policy stipulations on language use, as well as learners’ cognitive level and their ability to comprehend lessons given in a specific language. Although policy stipulations and parental preference may emphasise the use of one particular language for teaching and learning, research shows that the classroom context and the dilemma teachers face in terms of language comprehension often play a role in the use of more than one language. Teachers often switch codes in a bilingual classroom for different reasons: clarifying subject matter, concept elaboration, encouraging leaners to participate, supporting exploratory talk, ensuring comprehension as well as switching codes as a classroom management strategy. This thesis investigates the frequency and the function of teachers’ code switching (CS) in a bilingual classroom context. The study was conducted in Limpopo Province, South Africa, in the Vhembe District Municipality. Two bilingual primary schools under Sibasa Circuit were chosen for study. A series of lessons were observed in the two schools and teachers’ interactions with learners in the classroom were recorded and then analysed qualitatively, guided by Myers- Scotton’s (1993) Markedness Model which is used to provide an account for different types of CS. This model is used to account for the motivations for every code choice in any discourse. The results of the study show that CS is a common feature in the two schools. The policy stipulations and parents’ preference do not limit teachers’ use of CS in such bilingual primary school classrooms.
AFRIKAANSE OPSOMMING: ’n Onderwyser se besluit om ’n spesifieke taal vir onderrig in ’n tweetalige konteks te gebruik word deur ’n reeks faktore beïnvloed. Dit sluit die leerders se taalagtergrond, ouers se taalvoorkeur vir onderrig en leer, amptelike skoolbeleid in verband met taalgebruik, sowel as die leerders se kognitiewe vlak en hul vermoë om klasse te verstaan wat in ’n spesifieke taal aangebied word, in. Hoewel skoolbeleid en ouers se taalvoorkeur die gebruik van een spesifieke taal vir onderrig en leer beklemtoon, toon navorsing dat die konteks van die klaskamer en die dilemma wat onderwysers in die gesig staar in terme van taalbegrip, ’n rol speel in die gebruik van meer as een taal. Onderwysers gebruik dikwels twee tale in ’n tweetalige klaskamer, om verskeie redes: verduideliking van lesmateriaal, uitbreiding van konsepte, aanmoediging van die leerders om deel te neem, ondersteuning van ondersoekende gesprekke, versekering van begrip sowel as kodewisseling as ’n strategie vir die bestuur van die klaskamer. Hierdie tesis ondersoek die frekwensie en die funksie van onderwysers se kodewisseling in die konteks van ’n tweetalige klaskamer. Die studie is in die Vhembe Distriksmunisipaliteit van die Limpopo Provinsie, Suid- Afrika, uitgevoer. Twee tweetalige laerskole wat deel uitmaak van die Sibasa-streek is gekies vir die studie. ’n Reeks klasse is waargeneem in die twee skole en die onderwysers se interaksies met die leerders in die klaskamer is opgeneem en daarna kwalitatief ontleed , gegrond op Myers- Scotton (1993) se Gemarkeerdheidsmodel (“Markedness Model”) wat gebruik word om ’n verklaring te gee vir die verskillende tipes kodewisseling. Hierdie model is gebruik om ’n verantwoording te bied van die redes vir elke kodekeuse in enige diskoers. Die resultate van die studie toon dat kodewisseling ’n algemene verskynsel in die twee skole is. Die skoolbeleid en ouers se taalvoorkeur beperk nie die onderwysers se gebruik van kodewisseling in sulke tweetalige laerskoolklaskamers nie. Onderwysers gebruik om verskeie redes kodewisseling, insluitend uitbreiding, verduideliking, beklemtoning, en teregwysing as ’n dissiplinêre strategie.
Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.
Full textBibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
Mudau, Ndivhuho. "Challenges facing schools as a results of experienced educators exiting the system earlier a case study of Soutpansberg East Circuit." Diss., 2018. http://hdl.handle.net/11602/1226.
Full textO. R. Tambo Institute of Governance and Policy Studies
The study is based on challenges facing schools as a result of experienced educators exiting the education system. Retaining effective experienced teachers is a particular challenge. Statistics shows that from year 2015 to date (2018), 111 educators have exited the education system at Soutpansberg East circuit. There are number of factors that cause teachers to exit the education system, amongst others are, old age, sickness, failure to cope with new changes, career dissatisfaction, low salaries, lack of discipline amongst learners, overcrowded classrooms. As a result of these, schools suffer from lack of experienced educators; the Department of Education, communities and learners pay a price. Department of Education hence must find ways to keep their highly-skilled and experienced educators. The researcher used a mixed method approach, that is, both qualitative and quantitative research method to carry out the study. The population of the study was obtained using non - probability sampling and data was gathered from the defined population. Two data collection instruments were used, namely, interviews and questionnaires while analyses were through thematic analysis and using the statistical package for social analysis. Data collected through questionnaires was analyzed using statistical analysis while the interviews data were analyzed using thematic analysis. Ethical considerations were observed when conducting the study. The researcher found that the following are the key challenges faced by schools at Soutpansberg East regarding educators exiting the system earlier. Experienced educators are difficult to replace and the process of replacing an educator takes too long. Process of teaching and learning is compromised. Scarce skills for specific subjects are difficult to replace. New educators are not able to deal with disciplinary problems in the classrooms and the school at large. The schools are always experiencing problems of allocation of work and time tabling . The following factors were found to be the causes that induce teachers to abandon their calling. Educators are not getting enough salaries and benefits in relation to their work. The introduction of qualified conditional pass in schools is causing v frustration. Some educators are exiting because they are concerned about their safety at schools. Some educators are failing to maintain discipline since the removal of corporal punishment. Most of them are in debts. The researcher proposed the following recommendation to lessen experienced educators from exiting the education system. Pay teachers accordingly so that the experienced educators can be encouraged to stay in the profession. Measures to deal with disciplinary problems in the classrooms and the school at large should be put in place. Learners should be given counseling regarding the new system of conditional pass, its advantages and disadvantages to lessen the frustration it causes to educators .Security at school should be strengthened as it is clear from the findings that some educators are exiting the system early because they are concerned about their safety at schools Educators should be given education regarding their finances as soon as they get employed. Wellness education should be prompted to assist the educators who are in debts. Educators who are in debts can be given access to their pension funds to pay off their debts as long as the process is monitored.
NRF
Mathye, Lethabo Violet. "Guidelines for parents, teachers and professionals in the handling of rebellious children." Diss., 2000. http://hdl.handle.net/10500/18170.
Full textPsychology of Education
M.Ed. (Guidance and Counselling)
Books on the topic "Teachers – South Africa – Limpopo"
Murphy, Dervla. South from the Limpopo: Travels through South Africa. Woodstock, NY: Overlook Press, 1999.
Find full textMapungubwe: Ancient African civilisation on the Limpopo. Johannesburg: Wits University Press, 2005.
Find full textSouth Africa. Office of the Auditor-General. Report of the Auditor-General on the findings identified during a performance audit of the approval and allocation of housing subsidies at the Department of Local Government and Housing of the Limpopo Provincial Administration. [Pretoria: Auditor-General, 2006.
Find full textTradition, archaeological heritage protection and communities in the Limpopo Province of South Africa. Addis Ababa: Organisation for Social Science Research in Eastern and Southern Africa, 2011.
Find full textMusyoki, Agnes. The emerging policy for green economy and social development in Limpopo, South Africa. Geneva, Switzerland: United Nations Research Institute for Social Development, 2012.
Find full textCouncil, Human Sciences Research, ed. Land reform and livelihoods: Trajectories of change in Northern Limpopo Province, South Africa. Cape Town , South Africa: HSRC Press, 2013.
Find full textHugo, Elsbeth. Effective music education in South Africa. Pretoria: Human Sciences Research Council, 1993.
Find full textHauptfleisch, Sarita. Effective music education in South Africa. Pretoria: Human Sciences Research Council, 1993.
Find full textJoubert, H. J. The law of education in South Africa. 2nd ed. Pretoria: Van Schaik Publishers, 2008.
Find full textBook chapters on the topic "Teachers – South Africa – Limpopo"
Dionisio, Erika, and Franco Viviani. "Male Circumcision Among the Venda of Limpopo (South Africa)." In Genital Cutting: Protecting Children from Medical, Cultural, and Religious Infringements, 209–18. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6407-1_14.
Full textBooyse, Johan, and Cassie Swanepoel. "Teacher Involvement in South Africa." In Do Teachers Wish to be Agents of Change?, 215–34. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-959-3_12.
Full textSengani, F., and T. Zvarivadza. "Assessment of Groundwater Quality: Case Study of Tshivhasa, Limpopo Province, South Africa." In Proceedings of the 18th Symposium on Environmental Issues and Waste Management in Energy and Mineral Production, 205–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99903-6_18.
Full textCarstens, Adelia, and Linda-Anne Alston. "11. Literacy Self-Narratives as Constructions of Pre-Service Teachers’ Multiliterate and Multilingual Identities." In Multilingual Universities in South Africa, edited by Liesel Hibbert and Christa van der Walt, 179–201. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091669-013.
Full textKoopman, Oscar. "What Can Science Teachers Learn from the Wine Expert?" In Science Education and Curriculum in South Africa, 115–39. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40766-1_6.
Full textKoopman, Oscar. "Do Teachers also See What Chemists See When They Teach Chemistry?" In Science Education and Curriculum in South Africa, 97–114. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40766-1_5.
Full textWhitbread, Anthony, Neil MacLeod, Cam McDonald, Bruce Pengelly, Kingsley Ayisi, and Jeffery Mkhari. "Farming Systems, Emerging Farmers and Land Reform in the Limpopo Province of South Africa." In Rainfed Farming Systems, 433–49. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9132-2_17.
Full textYingi, Listen. "Motivations for Land Reform in Contemporary South Africa: The Case of Balobedu in Tzaneen, Province of Limpopo." In The New Political Economy of Land Reform in South Africa, 143–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51129-6_8.
Full textSpierenburg, Marja, Ben Cousins, Angélique Bos, and Lubabalo Ntsholo. "Connecting Communities and Business: Public-Private Partnerships as the Panacea for Land Reform in Limpopo Province, South Africa." In The Social Life of Connectivity in Africa, 161–82. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137278029_9.
Full textMamogale, Majuta Judas. "Provincial Paths to Democratic Accountability in Post-Apartheid South Africa: The Case of Limpopo Province." In African State Governance, 199–225. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137523341_8.
Full textConference papers on the topic "Teachers – South Africa – Limpopo"
Mahlo, Dikeledi. "GRADE R TEACHERS’ VIEWS ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN RURAL SCHOOLS OF LIMPOPO PROVINCE, SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0427.
Full text"Assessing the Quality of Traditionally Manufactured Ceramic Water Filters, Limpopo, South Africa." In Nov. 27-28, 2017 South Africa. EARES, 2017. http://dx.doi.org/10.17758/eares.eap1117047.
Full text"Impact of Tea Processing Water Wastes on Phytoplankton Composition of Tshinane River, Limpopo Province." In Nov. 27-28, 2017 South Africa. EARES, 2017. http://dx.doi.org/10.17758/eares.eap1117054.
Full textGezon, Chris, David Larance, Scott Foster, Stephen Hudson, and Garrick Louis. "Developing a water collection and filtration system in Limpopo, South Africa." In 2010 IEEE Systems and Information Engineering Design Symposium (SIEDS). IEEE, 2010. http://dx.doi.org/10.1109/sieds.2010.5469665.
Full textMAKUNGO, RACHEL, and JOHN O. ODIYO. "GROUNDWATER QUALITY AND ITS DISTRIBUTION IN SILOAM VILLAGE, LIMPOPO PROVINCE, SOUTH AFRICA." In WATER POLLUTION 2018. Southampton UK: WIT Press, 2018. http://dx.doi.org/10.2495/wp180051.
Full textThaba, Sebonkile Cynthia, and Charles Mbohwa. "The effectiveness of micro financing rural women in Limpopo province of South Africa." In 2015 International Conference on Industrial Engineering and Operations Management (IEOM). IEEE, 2015. http://dx.doi.org/10.1109/ieom.2015.7228115.
Full textOdiyo, J. O., and R. Makungo. "Water quality problems and management in rural areas of Limpopo Province, South Africa." In WATER POLLUTION 2012. Southampton, UK: WIT Press, 2012. http://dx.doi.org/10.2495/wp120121.
Full textOgola, Jason S., Klaus Maas, and Khodani Matshusa. "Dispersion of Heavy Metals at Klein Letaba Gold Tailings Dam, Limpopo Province, South Africa." In Environmental Management and Engineering / Unconventional Oil. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.736-051.
Full textSakala, Emmanuel, Abera Tessema, and Peter K. Nyabeze. "Regional Interpretation of Aeromagnetic Data for Groundwater Exploration in Capricorn District, Limpopo, South Africa." In Power and Energy Systems. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.762-036.
Full textMalapane, T. A., C. Hackett, V. Netshandama, and J. Smith. "Ceramic water filter for point-of-use water treatment in Limpopo province, South Africa." In 2012 IEEE Systems and Information Engineering Design Symposium (SIEDS). IEEE, 2012. http://dx.doi.org/10.1109/sieds.2012.6215150.
Full textReports on the topic "Teachers – South Africa – Limpopo"
Cai, X., J. Magidi, L. Nhamo, and B. van Koppen. Mapping irrigated areas in the Limpopo Province, South Africa. International Water Management Institute (IWMI), 2017. http://dx.doi.org/10.5337/2017.205.
Full textvan Koppen, B., L. Nhamo, X. Cai, M. J. Gabriel, M. Sekgala, S. Shikwambana, K. Tshikolomo, S. Nevhutanda, B. Matlala, and D. Manyama. Smallholder irrigation schemes in the Limpopo Province, South Africa. International Water Management Institute (IWMI), 2017. http://dx.doi.org/10.5337/2017.206.
Full textSayed, Yusuf, Elizabeth Tofaris, and Kelly Shephard. The Role of Teachers in Peace-Building in Rwanda and South Africa. REAL Centre, University of Cambridge and The Impact Initiative, September 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii320.
Full textTeffo-Menziwa, Mantshi, Saiqa Mullick, and Prince Dlamini. The role of traditional leaders in preventing and addressing sexual and gender-based violence: Findings from KwaZulu-Natal, Northwest and Limpopo provinces in South Africa. Population Council, 2010. http://dx.doi.org/10.31899/rh1.1016.
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