Thèses sur le sujet « Literacy – South Africa – Mopani District Municipality »

Thesis (M.Dev.) --University of Limpopo, 2011<br>The aim of the study was to investigate the impact of a community-based agricultural project, the Mabunda Citrus Project in the Greater Giyani Municipality of Mopani District, Limpopo Province, on poverty alleviation and community development within the framework of rural development in the Agricultural Sector. Although there is a general view that community-based agricultural projects have an impact on community development in the literature, very little is known about the impact of community initiatives in Limpopo Province. This study project therefore sought to fill in this knowledge gap and highlight prospects and challenges of these endeavours. Using a qualitative case study design, a series of interviews schedules and focus group sessions were conducted among 21 (n=21) direct beneficiaries who each had about 10 hectares orchard, seven (n=7) civic community structure and seven (n=7) youth structure committee members and one (n=1) Deputy Chief in the Xitlakati Community in the Greater Giyani Municipality. Data collected over a period of a week were captured via field notes and analyzed using thematic and content analyses. The results of the study show three interrelated results. First, the beneficiaries included in the study met the requirements of people below the poverty line, save for one volunteer teacher. Secondly, the findings show that although the project does not meet all the needs of the beneficiaries, it does show many positive impacts on poverty alleviation. This is illustrated by increased employment of the beneficiaries and seasonal workers, donation of uniforms to poor children in both primary and secondary schools in the community, provision of oranges for consumption to workers, deputy chief and schools as well as the acquisition of a community hall in the Xitlakati community. Given these positive findings above, the researcher concluded that community-based agricultural projects in Limpopo are a necessary condition for poverty alleviation in rural areas. However, the researcher has observed that structural and practical challenges, as outlined in the study, may derail the project from reaching its full potential. It is therefore recommended that a full time specialized technician be provided, the beneficiary selection criteria to include more females and disabled persons be revised; budget and salaries be discussed in a transparent way, among other potential threats. Since this is a qualitative research, the conclusions derived are limited due to the sample size. Further quantitative research is necessary to provide quantitative measures of the impact of the project on poverty alleviation.

Thesis (M.Sc (Agricultural Economics)) --University of Limpopo, 2015<br>Agriculture 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.

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.<br>Educational Studies<br>(M. Ed. (Secialisation in Adult Education))

This dissertation presents a study exploring the challenges faced by grade 4 teachers in the implementation of effective reading practices in the primary schools of the Mano’mbe Circuit of the Mopani District. The study seeks to investigate the challenges faced by grade 4 teachers in the implementation of reading practices in their classrooms. The aim of the study is to explore the perception of grade 4 teachers about their role in teaching reading to investigate the role of the principals and the heads of department and to recommend strategies that can be implemented to resolve the challenges faced by grade 4 teachers in the teaching of reading. The mixed method design was adopted for the study. The target population was 20 primary schools in Mano’mbe Circuit. The questionnaires and interview schedules as instruments were used to collect data. Data from the questionnaires was analysed by means of descriptive and inferential statistics. An interview template analysis style was used whereby categories were derived from the research questions. Data was presented in the form of frequency tables, histograms and correlations (structured questionnaires) and themes and subthemes and categories as derived from the research interview questions. The study revealed various challenges expressed by grade 4 teachers in the implementation of effective reading practices in the Mano’mbe Circuit of the Mopani District. Amongst others, overcrowded of classes, lack of parental involvement, and lack of support from the department, principals and head of departments. In addition, half of the respondents cannot develop a reading lesson and a reading rubric so it is not surprising to find that learners are not able to read and more. The findings of this study will have important implications for the literacy teachers, heads of departments, principals, curriculum advisors and learners. The discovery and revelation of the causes of the challenges faced by the grade 4 teachers in the implementation of effective reading practices will set in motion a chain of events that can improve teaching and learning in our schools. The study will provide suggestions and a set of principles for teaching about the ideas and practices that promote learners’ academic achievement in reading and literacy in general.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)

In response to local and international findings which reflected over a number of years that South African learners cannot read and write at their expected levels, the Department of Education (DoE) launched the Foundations for Learning Campaign (FFLC) in March 2008 as an intervention strategy. It is against this background that a research project was initiated to investigate the impact of the FFLC on teachers’ classroom instruction and the reading culture of foundation phase learners. Qualitative interviews and observations were used to collect data from the participants. While many of the participating teachers had found creative ways to make the new policy work in their own literacy classrooms, the study found that there was no sufficient training of teachers and other stakeholders prior to the launch of the FFLC. The lack of monitoring and support by the DoE was also seen as a hindrance to the success of the initiative. I concluded the study by recommending that the time is ripe for a more detailed and introspective reflection and review of the FFLC policy.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)

Summaries in English, Xitsonga and Afrikaans<br>Reading literacy for many black South African learners is a problem. In order to understand what happens in the South African foundation phase classrooms that affect learners’ reading performance, this study uses the adapted early grade reading assessment (EGRA) tool to assess Grade 1 learners’ reading abilities in the home language (four schools) and in the first additional language (one school). The EGRA is important for measuring foundational literacy skills. Its outcomes help teachers plan instruction that accommodates diverse learning capabilities. Data were collected through observing literacy practices and activities in the Grade 1 classrooms, evaluate classroom settings and interview Grade 1 teachers and curriculum advisors of the general education and training band to understand their perception of Curriculum and Assessment Policy Statement (CAPS). The main findings revealed that the Grade 1 learners are acquiring foundational reading skills in Xitsonga very slowly during the first year of schooling and on all measures, performance was either low or very low. The teachers’ lack of deep understanding of how early reading develops and how each of the reading activities contributes to different aspects of this development may have contributed to the learners’ reading outcomes. Findings further revealed that the ability to read fluently and with comprehension is determined by hierarchical relationships between various reading skills. Thus, knowledge of letter-sounds facilitates word reading which impacts reading fluency and then reading comprehension – all these skills are important for reading development during early learning only if they are taught well in the classroom.<br>Ku hlaya ni ku tsala swi tikela vadyondzi vo tala laha Afrika Dzonga. Eka ndzavisiso lowu, ku va hi ta kota ku twisisa leswi swi humelelaka mayelana na matirhelo yo hlaya ya vadyondzi va ntangha R-3, hi kambela vuswikoti lebyi vadyondzi va ntlawa wo sungula (Giredi 1) va nga na byona byo hlaya hi ririmi ra manana (mune wa swikolo) na hi ririmi leri ri nga le eka xiyimo xa masungulo (xikolo xin’we) hi ku tirhisa xikambelwana lexi xi vuriwaka early grade reading assessment (EGRA). Xikambelwana lexi (EGRA) xi ni nkoka lowu kulu mayelana ni ku kambela vuswikoti bya n’wana byo hlaya. Mbuyelo wa xikambelo lexi wu pfuna ngopfu mayelana na leswaku vadyondzisi va kota ku kunguhata madyindziselo lama ya angarhelaka vadyondzi hinkwavo. Ndzavisiso lowu wu humelerisiwile hi ku kambela madyondziselo yo hlaya ni ku tsala eka ntlawa wo sungula (Giredi 1), ku kambela xivumbeko xa kamara ro dyondzela eka rona, ni ku kambela vutivi bya kharikhulamu bya vadyondzisi va ntlawa wo sungula na vaseketeri va vona (curriculum advisors). Mbuyelonkulu wu humesele erivaleni leswaku vadyondzi va kuma ntokoto wo hlaya hi Xitsonga hi ku nonoka va ha ri eka lembe ra vona ro sungula xikolo. Leswi swi thlela swi nyanyisa na hi leswaku mbuyelo wa vona wo hlaya eka swiyenge hinkwaswo swa xikambelo lexi xi nga tirhisiwa ku va kambela a wu ri ehansi ngopfu. Eka ndzavisiso lowu, ku pfumala ka vadyondzisi vutivi hi vuenti bya ku dyondzisa vana eku hlaya swi nga va swi vile na xiave eka mbuyelo wa vadyondzi wo hlaya. Vulavisisi lebyi byi thlela byi humesela erivaleni leswaku vuswikoti byo hlaya hi ku twisisa swi koteka ntsena loko mudyonzi a ri ni ntokoto eka swiyenge hinkwaswo swa ku hlaya hikuva swi na vuxaka. Hikokwalaho, vuswikoti byo hlaya mimpfumawulo ya maletere swi pfuneta ku hlaya marito lawa ya thlelaka ya pfuneta ku hlaya hi nkhuluko ni ku twisisa leswi swi hlayiwaka. Vuswikoti lebyi hinkwabyo byi ni nkoka mayelana ni ku dyondza ku hlaya ntsena loko madyondziselo yo hlaya ya landzelerisa leswi kunguhatiweke eka kharikhulamu.<br>Leesgeletterdheid vir baie swart Suid-Afrikaanse leerders is ‘n probleem. Om te verstaan wat in die Suid-Afrikaanse grondslagfase-klaskamers gebeur wat die leesprestasie van leerders beïnvloed, word in die studie die aangepaste instrument vir vroeë graad leesassessering (EGRA) gebruik om die leesvermoëns van Graad 1-leerders in die huistaal (vier skole) en in die eerste addisionele taal (een skool). Die EGRA is belangrik vir die meting van fundamentele geletterdheidsvaardighede. Die uitkomste daarvan help onderwysers om onderrig te beplan wat voldoen aan verskillende leervermoëns. Data is versamel deur die waarneming van geletterdheidspraktyke en aktiwiteite in die Graad 1-klaskamers, die klaskamerinstellings te evalueer en onderhoude met Graad 1-onderwysers en kurrikulumadviseurs van die algemene onderwys- en opleidingsband te onderneem om hul persepsie van Curriculum and Assessment Policy Statement (CAPS) te verstaan. Die belangrikste bevindings het getoon dat die graad 1-leerders in die eerste jaar van skool baie stadig basiese leesvaardighede in Xitsonga verwerf, en dat prestasies op alle maatstawwe laag of baie laag was. Die onderwysers se gebrek aan diep begrip van hoe vroeë lees ontwikkel en hoe elkeen van die leesaktiwiteite bydra tot verskillende aspekte van hierdie ontwikkeling, het moontlik tot die leerders se leesuitkomste bygedra. Bevindinge het verder aan die lig gebring dat die vermoë om vlot en met begrip te lees, bepaal word deur hiërargiese verwantskappe tussen verskillende leesvaardighede. Kennis van letterklanke vergemaklik dus die lees van woorde wat die vloeiendheid van lees en dan leesbegrip beïnvloed - al hierdie vaardighede is slegs belangrik vir leesontwikkeling tydens vroeë leer as dit goed in die klaskamer geleer word.<br>Linguistics and Modern Languages<br>Ph. D. (Languages, Linguistics and Literature)

M. Tech. Ecotourism Management.<br>Farms in South Africa have to compete in a very hostile agricultural economic environment and it has become imperative for farmers to find new ways of generating additional income. Research undertaken in the Mopani District Municipality in the Limpopo Province of South Africa identified agritourism as a potential means to this end. The main aim of this primarily qualitative study was to gain a better understanding of the perceptions and opportunities for agritourism in the study area. Five current agritourism establishments were identified in the area namely the Coach House, Kuhestan Farm, Thomac Oil Distillery, Wegraakbosch Organic Dairy Farm and ZZ2 Boerdery. By developing farm trails, scheduling daily farm activities, using information brochures, forming networks with existing tourist establishments, encouraging the use of local and fresh produce and providing good roadside signage, farmers can gain increased exposure and recognition for what they do and opportunities for growth and development may be realised.

Summaries in English, Afrikaans and Sepedi<br>The Limpopo Province is a disaster-prone province, with drought being the most common natural disaster. From the year 2012 onwards, the province experienced extremely dry conditions that culminated in a severe drought in 2016. This negatively impacted the livelihoods of smallholder livestock farmers and the welfare of their livestock. The study investigated the coping strategies that were adopted by smallholder livestock farmers during drought conditions and the factors that were associated with animal loss during the drought that affected the region between 2014 and 2016. A randomly selected sample of 281 smallholder livestock farmers aged 18 years and older from the Greater Letaba Local Municipality participated in the study. Structured interviews, aided by questionnaires were used to collect the primary data. Proportions of categorical variables and the mean and standard deviation for continuous variables were computed and presented as tables and figures. A Poisson regression model was fitted to the data to identify factors that were significantly associated with loss of animals during the drought. More than half (55.50%; n=116) of the participants were made aware of the 2014–2016 drought through the agricultural extension officers, followed by 19.14% (n=40) who got to know about it through radio channels. More than half of the participants (58.29%; n=123) were aware of the impending drought. The most common support received from government agencies to help cope with the drought was in the form of animal feed (80%; n=124). Although most of the farmers (73.55%; n=114) benefitted from the support they received, slightly more than half (53.74%; n=151) did not cope well with the drought conditions. While Bellevue (B=-0.199; 95% CI: -0.380 -0.019) was negatively associated with loss of animals, Mokwakwaila (B=0.568; 95% CI: 0.405 0.731) had a strong positive association with loss of animals. Being married (B=-0.060; 95% CI: -0.305 0.183) or divorced (B= -0.035; 95% CI: -0.316 0.246) was negatively associated with loss of animals. Years of experience in farming (B=0.022; 95% CI: 0.010 0.033) and not receiving support during were strongly positively associated with loss of animals (B=0.324; 95% CI: 0.189 0.459). The low number of farmers who were aware of the impending drought and the large number of farmers who did not cope well suggests that many farmers in the area were not prepared for the drought. Groups such as widows, widowers and farmers who have many years of farming experience are high-risk groups and should be targeted for interventions in the event of a drought. More measures are needed to ensure that all agricultural centres are prepared and supported in event of a drought so as to minimise the impact of drought on local communities.<br>Die provinsie Limpopo is 'n rampgevoelige provinsie, met droogte as die mees algemene natuurramp. Vanaf 2012 het die provinsie uiters droë toestande beleef wat in 2016 op 'n ernstige droogte uitgeloop het. Dit het 'n negatiewe uitwerking gehad op die lewensonderhoud van kleinboere en die welstand van hul vee. Die studie het ondersoek ingestel na die hanteringstrategieë wat deur veeboere in kleinvee tydens droogtetoestande aangeneem is, en die faktore wat verband hou met diereverlies tydens die droogte wat die streek tussen 2014 en 2016 geraak het. 'N Lukraak geselekteerde steekproef van 281 kleinboere van 18 jaar en ouer van die Greater Letaba Local Munisipaliteit het aan die studie deelgeneem. Gestruktureerde onderhoude, gehelp deur vraelyste, is gebruik om die primêre data in te samel. Verhoudings van kategoriese veranderlikes en die gemiddelde en standaardafwyking vir deurlopende veranderlikes is bereken en as tabelle en figure aangebied. 'N Poisson-regressiemodel is op die data toegepas om faktore te identifiseer wat beduidend verband hou met die verlies aan diere tydens die droogte. Meer as die helfte (55,50%; n=116) van die deelnemers is bewus gemaak van die droogte 2014–2016 deur die landbouvoorligtingsbeamptes, gevolg deur 19,14% (n =40) wat dit via radiokanale leer ken het. Meer as die helfte van die deelnemers (58,29%; n=123) was bewus van die dreigende droogte. Die mees algemene steun van regeringsinstansies om die droogte die hoof te bied, was in die vorm van veevoer (80%; n=124). Alhoewel die meerderheid van die boere (73,55%; n=114) voordeel getrek het uit die steun wat hulle gekry het, het die droogtetoestande nie goed hanteer nie (53,74%; n=151). Terwyl Bellevue (B= -0.199; 95% CI -0.380 -0.019) negatief geassosieer is met verlies aan diere, is Mokwakwaila (B= 0,568; 95% CI 0,405 0,731) sterk positief geassosieer met verlies aan diere. Om getroud te wees (B= -0.060; 95% CI -0.305 0.183) of geskei (B= -0.035; 95% CI 0.316 0.246) was negatief geassosieer met verlies aan diere. Jare se ondervinding in die boerdery (B=0,022; 95% CI 0,010 0,033) en om nie ondersteuning gedurende te ontvang nie, was sterk positief geassosieer met die verlies van diere (B=0.324; 95% CI 0.189 0.459). Die lae aantal boere (ongeveer die helfte) wat bewus was van die dreigende droogte, dui daarop dat baie boere in die omgewing nie voorbereid was op die droogte nie. Groepe soos weduwees, wewenaars en boere met baie jare se boerdery-ervaring, is hoërisikogroepe en moet geteiken word vir ingrypings in die geval van 'n droogte. Meer maatreëls is nodig om te verseker dat alle landbousentrums voorberei en ondersteun word in geval van 'n droogte om die impak van droogte op plaaslike gemeenskappe te verminder.<br>Komelelo ke bothata bjo bogolo kudu go tsa temo/bolemi, segolothata re lebeletse balemirui ba bannyane. Limpopo province e na le kgatelelego ye kgolo kudu ka komelelo gagolo ge re lebeletse tsa bolemi. Nako le nako komelelo e tsea karolo ye kgolo moo e feleletsago e gatelela tsa temo. Tabakgolo ya rena kego lebelela ditsela le mehuta ye e fapanego yeo e shomishitshwego ke balemi go lwantshana le bothata bja komelelo gareng ga ngwaga wa 2014- 2016. Thuto ye e kgobokantshitshwe gotwsa go masepala wa motse selegae wa Greater Letaba Local Municipality, karolo ya Mopani, profenseng ya Leboa mo Afrika Borwa. Tshedimosho ye e hweditshwe ka mokgwa wa poledisano le balemi bao ba fapanego ba go lekana nomoro ya 281 ya balemi go dinaga tsa go fapanafapana. Poledisano ebile ka mokgwa wa peakanyanyo ya dopotsisho. Tshedimosho ye e kopantshitshwe le go hlathollwa ka mokgwa wa go ikgetha wa Strata Version 14. Hlathollo ya go ikgetha e berekishitshwe ka mokgwa wa ditiragalo yoya ka nako le dipalopalo tsa go kopantswa fao tahlegelo e sa tsebjego go ka lekanywa.le bokae la diperesente. Mabakakgolo ao a hlolago tahlegelo ya diruiwa a nyakishitswe ka mokgwa wa Poisson Regression Model. Bogolo bja (64.77%) go bao ba arabilego ebile banna le bogolo bja (74.38%) bja balemi ba be ba tseba ka komelelo ye e batamelago. Go feta halofo (55.50%) ya bao ba arabilegoba tsebishitshwe ka komelelo yeo e batamelang go tswa go bagakolodi, gomme gwa latela thelebisheni (8.13%) le dikuranta (1.44%). Go feta bogolo bja (58.29%) bja bao ba ikarabetsego ba laeditswe gore ba be ba tseba ka komelelo yeo e batamelago ke fao ba bego ba ikemiseditse. Bontshi bja thekgo (80%) yeo balemi ba e hweditsego ebile ka mokgwa wa dijo tsa diphoofolo, gwa latela latela thekgo yeo e filwego ka mokgwa wa meets le dithibela malwetsi go diphoofolo. Bogolo bjago makatsa (73.55%) bo laeditse gore thekgo yeo ba e hweditsego e ba tshwetsi molemo le diphoofolo tsa bona, go feta bonnyane (26.45%) bjoo bo rilego thekgo yeo ba e hweditsegobka nako ya komelelo ga se ya ba tshwela mohola goba gaya ba hola ka selo. Go ba modudi wa Bellevue (B= -0.199; 95% CI: -0.380 -0.019, p= 0.031) le Mokwakwaila (B=0.568; 95% CI: 0.405 0.731, p= 0.0001) ebile nthla ye bohlokwa go tahlegelo ya dirui. Go oketsa seo, go nyadiwa (B=0.942; 95% CI: 0.737 1.201), go hladiwa (B= 0.966 (95% CI: 0.729 1.279), le palo ya mengwaga ya botsebingo tsa temo (B=1.022; 95% CI: 1.010 1.034, p= 0.0001), le ge eba molemi ga se a hwetse thusho ka nako ya komelelo (B=0.324; 95% CI: 0.189 0.459, p= 0.0001) ebile dinhla tsa bohlokwa go tahlegelo ya dirui ka nako ya komelelo. Palo ya fase ba balemi bao ba bego bas a tsebe ka komelelo yeo e bego e batamela, e kgathile tema ye kgolo mo tabeng ya go paledisha balemi go ipeakanyela kgahlanong le komelelo yeo e bego e batamela. Ka fao seo se ba amile gampe. Mo nakong ye e tlang, matsapa a mantsi a swanetswi go tseiwa go kgonthishisha gore tsa temo ka moka di itokishetsa ka go lekana. Mmusho o swanetse go beeletsa kudu go lefapha la bagakolodi ka go oketsa palo ya mafapha a bagakolodi.<br>Agriculture and Environmental Sciences<br>M.Sc. (Agriculture)

Late booking is associated with high perinatal and maternal morbidity and mortality. The World Health Organization (WHO, 2016) recommends that pregnant women should book for ANC full first before 12 weeks of gestation. The aim of the study was to explore and describe factors contributing to late antenatal care booking at public health facilities of Mopani District. A qualitative approach was used. In-depth interviews were conducted with twenty one pregnant women who booked after twelve weeks of gestation and agreed to participate in the study. The study was conducted at four selected public health care facilities rendering maternal health services in Mopani district. Data was collected through in-depth interview with the aid of an interview guide. The analysis of data was done manually using a coding system to develop themes. The results revealed that there are personal and provider factors contributing to late antenatal care booking in Mopani district. Personal factors contributing to late antenatal care booking were unplanned and unaccepted pregnancy, lack of support, late recognition of pregnancy, cultural and religious beliefs, ignorance of the importance of antenatal care and fear. System or provider factors contributing to late booking were long waiting time, midwives’ attitude and lack of resources.<br>Health Studies<br>M.A. (Public Health)

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.<br>Educational Leadership and Management<br>M. Ed. (Education Management)

MENVSC<br>Department of Geography and Geo-Information Sciences<br>South Africa was badly affected by the recent 2015/16 severe drought. Water levels in dams declined drastically resulting in decimation of livestock herds and widespread crop failure. Mopani District Municipality is comprised of many agricultural activities that contribute to the economy and social development of the country. The study evaluated the nature of the drought hazard - its impacts, vulnerability and adaptation strategies employed by rural communities of Mopani District. The study used a mixed method approach with both quantitative and qualitative datasets. The district was divided into two distinct climatic areas, the eastern lowveld which includes the Greater-Giyani, Ba-Phalaborwa and Maruleng Local Municipalities and the western highveld which includes Greater- Tzaneen and Greater- Letaba Local Municipalities. Questionnaires were administered among community members whilst key informant interviews were conducted among relevant government and municipal officials. Anomalies in long term climate data were analysed to determine the frequency and intensity of drought in the district. Drought characterisation was done using a Standardised Precipitation and Evapotranspiration Index whilst vegetation anomaly maps, maize yields and dam level data were used to analyse the impacts of drought across the district. Levels of vulnerability to drought were determined using the Household Vulnerability Index. Spatially distinct patterns of drought conditions across the district were remarkable with wet conditions on the western highveld along the escarpment and harsh dry conditions towards the eastern lowveld. It was found that nearly half the time there is some form of drought or another in the district which may be linked to the remote El Nino phenomenon. Community vulnerabilities have a direct impact on human welfare and different strategies are employed to adapt to drought hazards both at community and district levels. The study showed a link between drought hazard extent and vulnerability. Community members are adapting using conservation agriculture, selling fire-wood, accessing boreholes and rearing chickens, amongst other means to survive in these harsh climatic conditions. Local government intervention strategies include supply of seeds and fertilisers, selling fodder at a cheaper price and supplying water using trucks. The findings of this study contribute to disaster risk reduction efforts in Mopani District Municipality<br>NRF

Text in English<br>The study was conducted to determine the knowledge and to describe attitudes of HIV positive women on exclusive breastfeeding in Mopani District (the Greater Letaba Sub-District, Limpopo), South Africa. A quantitative, exploratory and descriptive design was adopted in this study to describe the knowledge and attitudes of HIV positive women on exclusive breastfeeding. The researcher used a self-developed structured questionnaire to collect data. Descriptive and inferential statistics were used to describe data. The SPSS software version 21.0 was used to analyse data and this were displayed in tables and figures. A total of 123 participants were included in the study. The study concluded that HIV positive women have good knowledge and positive attitude on exclusive breastfeeding.<br>Health Studies<br>M.P.H.

The purpose of the study was to determine professional nurses’ knowledge of culture- competent care at selected medical and oncology wards and outpatient departments in Mopani District, Limpopo Province. A quantitative descriptive design was used and data collected from one hundred and five professional nurses by means of a structured questionnaire. The study found that cultural knowledge needs to be nurtured through continuing education and mentoring and that culture-competent care should be included in the curriculum. Furthermore, cultural knowledge is not effective if there is no correlation of theory and practice and early clinical placement of student nurses during their basic training<br>Health Studies<br>M. A. (Health Studies)

This dissertation presents a study on the primary school learners, attitudes on Mathematics learning in the Groot Letaba Circuit of Mopani District in Limpopo Province. Performance in Mathematics by students has persistently been poor. This study sought to investigate the primary school learners’ attitudes on Mathematics learning. The poor performance of learners in many schools in the Groot Letaba Circuit motivated the researcher to conduct this study. The situation is worsened by the inability of the heads of department and principals to guide and support educators. An exploratory qualitative case study research design was adopted for the study. The target population was 33 respondents, which comprised of five teachers and 28 learners from grade one to seven selected schools in Groot Letaba Circuit. The data for the research was collected by means of semi-structured interviews. The study revealed that many learners have negative attitudes towards learning Mathematics and that there are many factors which contribute to the negative attitude. Improving on these factors and sensitization of the local community to discard practices which prohibit student’s effective participation in learning Mathematics could improve performance in Mathematics. It is anticipated that the findings of this study will give curriculum developers new insights into emerging issues on performance and influence the Ministry of Education on policy formulation. Learners are also expected to benefit from the findings; because improved Mathematics performance will give them opportunities to pursue science related courses in higher institutions of learning and middle level colleges. The situation is worsened by the inability of the heads of department and principals to guide and support educators. Finally, the researcher gave general recommendations for improving the attitudes of learners towards learning Mathematics.<br>Inclusive Education<br>M. Ed. (Inclusive Education)

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.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)

Thesis (M. Ed. (Community and Continuing Education)) -- University of Limpopo, 2014<br>The 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.

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.<br>Educational Leadership and Management<br>M. Ed. (Education Management)

This study focuses on the role of school managers in addressing challenges associated with the implementation of continuous assessment (CASS) in the Further Education and Training (FET) band in Mopani District. It furthermore investigates to what degree school managers in the district engage in performing the “traditional” leadership and management roles which create a conducive atmosphere for the implementation of CASS. A thorough literature review provides an understanding of the emerging trends and challenges in the implementation of CASS internationally. Most of these challenges are analogous with those constraining the implementation of CASS in Mopani District. The data were collected by means of semi-structured interviews and questionnaires from purposively sampled district educators and school management teams (SMTs) who came from randomly selected schools. The findings enumerated the insufficient training for school managers and infrequency of performing “traditional” leadership and management roles as some of the factors hampering the implementation of CASS in the district schools.<br>Educational Studies<br>M. Ed (Education Management)

Text in English<br>Lack of knowledge and skills among health care providers for provision of integrated TB/HIV activities for better health outcomes for co-infected patients is a public health concern. A qualitative, non-experimental, explorative and descriptive research design based on the phenomenological philosophical tradition by Heidegger to broaden hermeneutics was conducted. The study was conducted at Mopani district to explore and describe the experiences of eligible nurse managers relating to the implementation of the TB/HIV activities at management level. A purposive sample of 14 participants was recruited and consent form obtained. An unstructured interview guide, with a grand tour question, was used to conduct face to face individual interviews. Tesch’s method of analysis was employed until two themes, five categories and ten subcategories emerged from the data. The major findings were on challenges experienced by nurse mangers such as shortage of resources, poor planning, lack of support by management and patient related challenges. Recommendations were based on the findings to encourage staff retention strategies, adequate funding for TB control programs, support by management, co-joint planning, team work and effective tracing strategies.<br>Health Studies<br>M.A. (Health Studies)

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.<br>Educational Management and Leadership<br>Ph. D. (Education Leadership and Management)

MPM<br>Oliver Tambo Institute of Governance and Policy Studies<br>The aim of the study investigates the significance of Auditor General in the control of public funds in local government with specific reference to Mopani District Municipality in order to make recommendations that can assist in improving the control of public funds. The research identifies and assesses weaknesses in how Mopani District Municipality has been controlling its public funds by analyzing the Auditor General reports for the past three financial years and its implications to service delivery. The research further assesses the role played by Auditor General in influencing the internal financial control of the municipality and in auditing the performance of the municipality since in other municipalities money is paid to contractors for services not rendered. The study provides academic input into public administration, specifically in the area of improving service delivery performance, control and financial performance management in municipalities. The study could contribute to the establishment of effective ways of monitoring the control of public funds by municipalities.<br>NRF

Land is a major factor in agricultural production, so agricultural land allocated to smallholder farmers through Land Reform Program or by traditional leader need to be actively utilised for enhancement of agricultural business. The study assessed land utilisation by small and emerging farmers in the Greater Tzaneen Municipality. Data was collected from 86 farms and analysed using SPSS Version 23. The results indicate that 74% of the farmers fully utilised their farm lands. Results of Logit model revealed that, the amount received from leasing, value adding to products, annual farm income and savings had positive significant impact on the area of cultivation, while skills pertaining to farming activities and the proportion of farm inputs purchased with the farmer’s own money had negative impact. The significant variables should be considered to influence full farmland utilisation by small and emerging farmers in the study area; farmers need production inputs, affordable loans and other forms of funding to improve farmland utilisation<br>Agriculture, Animal Health and Human Ecology<br>M. Sc. (Agriculture)

This study aimed to explore teaching difficulties of Natural Sciences teachers when offering lessons in the Planet, Earth and Beyond strand. The aim was to understand their teacher knowledge, type of instructional strategies, and classroom discourse and interactions in their Natural Science classroom. The following question guided the study: What are the teaching difficulties of Planet, Earth and Beyond strand? A qualitative case study design was used for the study. The data was collected through semi-structured interviews and observations. The study revealed that NS educators: carry misconceptions to class; show poor knowledge of context in specific aims and assessment strategies while also choosing poor and irrelevant instructional strategies and; still see themselves as authority in class by applying a one- way approach. It is recommended that: educators be trained on how to implement active and critical learning, while empowering them with knowledge on NS specific aims and assessment strategies; departmental heads, SMTs, and subject advisor should engage in regular class visits in the NS educators` classes, reviewing lesson plans that educators prepared; schools should provide educators with CAPS relevant documents; the DoE should provide more education to educators on the importance of following the curriculum as prescribed in the CAPS document; the department should provide educators with relevant teaching aids and practical apparatus and in the absence advice educators on how to improvise and; the subject advisors should assist educators in identifying misconceptions.<br>Science and Technology Education<br>M. Ed. (Natural Sciences Education)

Thesis (M. Dev) --University of Limpopo, 2011<br>Literature has shown that focusing on local economic development is one of the best ways to alleviate poverty and unemployment. Municipalities have been tasked with the responsibility of coordinating local economic development initiatives to bring unemployment and poverty under control. This study highlighted the impact of local economic development on the livelihood of communities in Ba-Phalaborwa Municipality, Mopani, Limpopo Province within a qualitative paradigm. A questionnaire was used to collect data from respondents with key research findings highlighted in Chapter 4 and a summary of the findings presented in Chapter 5. The study recommends, based on its findings, the importance of local economic development initiatives in poverty and unemployment alleviation.

Agriculture plays a major role in development, as it creates jobs, develops the economy and reduces poverty. An important drawback in agriculture in South Africa is access to agricultural land and other agricultural resources by African farmers. Many African farmers still own small units of land, which are still mostly used for subsistence farming. These racial inequalities in the agricultural sector date back to colonial and apartheid eras. During the apartheid era, government policies separated white farmers from black farmers resulting in an unequal spatial distribution of farming and development in the country. The post-apartheid government that came into power in 1994 was committed to the eradication of racial legislation and implemented new agricultural policies. Twenty years later many inequalities still exit within the agricultural sector. There is a need to investigate the social and spatial inequalities in the emerging farming section. Since the Limpopo province is one of the poorest provinces in South Africa, consisting of large areas of former homelands, the aim of this research is to investigate and describe the impact of the implementation of agricultural policies on the spatial distribution of the emerging farming sector in the Mopani District of the Limpopo province. This research was done within the framework of the post-modernism paradigm. The study used mostly qualitative data but some quantitative data and methods were also used. Primary data was collected from sampled emerging farmers in the Mopani district, some officials from the local municipality and one provincial official. Evidence from analysed data indicated that the uneven spatial distribution of farms still exists despite numerous policies and programmes implemented by government through its provinces, and local and district municipalities. Structurally there is a lack of proper coordination, inadequate provision of both human and material resources, monitoring and evaluation of the implementation of policies and programmes are some contributory factors. It is recommended that policies be implemented that strategically target investment and infrastructural development to reduce poverty, unemployment and uneven spatial distribution of farms in the Mopani district municipalities in the Limpopo province.<br>Geography<br>1 online resource (xvi, 128 leaves) : color maps<br>D. Phil. (Geography)

Thesis (M. Dev.) -- University of Limpopo, 2017<br>Rural 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.

The study was carried out to: (1) determine the relationship between English and mathematical literacy scores at Grade 12 in Moloto Circuit, (2) understand and describe the learning difficulties experienced by learners when English language was used as a medium of instruction, and (3) suggest guidelines that could be used in teaching mathematical literacy. Regression and correlation analyses were carried out to determine the functional and strength of relationship between English language and mathematical literacy in the ten schools of Moloto Circuit. The views of the learners on the use of English language in the learning of mathematical literacy and the use of technical terms were sourced and analysed. The views of the educators about the use of English language as the medium of instruction were also analysed. A mixed approach methodology was used since both quantitative and qualitative methods were employed. The target population consisted of 305 learners who wrote the Grade 12 public examinations in 2016, 585 Grade 12 learners and 10 educators who completed questionnaires in January 2017. A census approach was carried out because everyone in Moloto Circuit doing Mathematical Literacy at Grade 12 level and their educators were studied. Grade 12 results for English and Mathematical Literacy for the 2016 academic year were collected and analysed. Questionnaires with closed and open-ended items were administered on Grade 12 learners and educators for the 2017 academic year in January 2017. Results in the ten schools showed that there was a positive relationship between performances in the two areas. In all cases the computed correlations were significant. This suggested that English influenced performance in Mathematical Literacy. This was supported by coefficients of determination calculations which ranged from 15% to 40%. Most responses indicated that learners found Mathematical Literacy difficult when English language was used as the medium of instruction. The learners preferred that Mathematical Literacy be taught in their mother tongue and that educators explain technical terms associated with mathematics. The educators said that learners had problems in Mathematical Literacy because of the use of English as the medium of instruction. They also said that learners found it difficult to relate Mathematical Literacy questions to real life situations and that the learners lacked adequate practice. The educators recommended the use of code-switching in their teaching in order to enhance understanding of Mathematical Literacy.<br>Mathematics Education<br>M. Ed. (Mathematics Education)

This research was aimed at investigating the management of teacher attrition in Sekgosese East Circuit. Teacher attrition is an on-going problem experienced by various countries, including South Africa. Although teacher attrition was always part of the departmental policy of age retirement, schools suffer as a result of it. In this study, ‘attrition’ refers to the number of teachers leaving the profession due to resignation, retirement, death, medical incapacity and retrenchment for operational reasons. Teacher attrition is regarded as a voluntary, involuntary and a continuous phenomenon. The current study focused on answering questions based on the nature of teacher attrition, the causes of attrition, the effects of attrition on learners, staying teachers and management, how attrition was managed by principals as well as the statutory bodies that may be involved in retaining teachers. The study used the qualitative method to investigate the management of teacher attrition in schools. The qualitative method was selected because it deals with participants in their natural setting, which was exactly what was done in this study. Both convenient and snowball sampling were used to sample six principals in the area under study. Semi-structured interviews were used to collect data from the participants in their natural setting. The interviews were recorded and later transcribed, analysed and categorised into themes. The findings revealed that teacher attrition in Sekgosese East Circuit occurs in the form of death, retirement and resignation. Teachers resign due to a number of reasons. It was found that resignation occurred as a result of the low salaries they are paid, loans which accumulated into more debts and because teachers seek greener pastures. The findings revealed that attrition was detrimental to learners’ performance. In schools that were affected by teacher attrition, learners spent three to four months without a teacher due to the slow pace of the Department of Education in replacing teachers. Principals revealed that they liaise with the Department of Education for replacement of teachers. Principals also revealed that attrition is not good for them as school managers. They rely on sourcing teachers from elsewhere and overloading remaining teachers who even have to teach those subjects in which they did not specialise. The recommendation was that the Department of Education speed up the replacement of teachers by introducing on-line application for resignation or retirement so that the two processes may run concurrently.<br>Educational Management and Leadership<br>M. Ed. (Education Management)

Until recently, personal financial management has become increasingly important for consumers as in the past. Literature indicates that consumers in rural and low-income areas are the most financially vulnerable and depends mostly on unsecured loans to finance their daily expenses. The primary objective of this study was to evaluate the level of financial literacy among adults in Vhembe District Municipality in Limpopo, South Africa. The results indicate that the level of financial literacy among adults in Vhembe District Municipality is low (38.73%). The low levels of financial literacy have serious consequences for an adult’s personal financial management skills and lead to their inability to make correct financial decisions. The study concludes by suggesting interventions that could help adults to improve their level of financial literacy, manage and sustain their financial well-being.<br>Business Management<br>M. Com. (Business Management)

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.<br>Educational Leadership and Management<br>M. Ed. (Education Management)

The study was aimed at exploring and describing factors that influence the delay in reporting for labour by women in Mopani District and to evaluate the impact of the delay in the process and outcome of labour and to develop recommendations to address the contributory factors. The study was conducted at a regional hospital in the Mopani District. A qualitative descriptive research design was used for the participants to describe the factors that delays pregnant woman in reporting for labour in the regional hospital. A non-probability sampling design was used in the study. Data were collected through unstructured one-on-one interview. Thirteen (n=13) pregnant women who delayed reporting for labour in the regional hospital at Mopani District participated in the interviews. Data were collected and analysed through the use of content analysis approach. Seven themes developed from the findings leading to the establishment of the following recommendations including the use of theory as support system, making the availability of resources a priority, increasing capacity of all clinics to offer skilled birth, expansion of Mom-Connect into rural areas, establishment of MWHs in the rural areas, and increasing transportation such as ambulances.<br>Health Studies<br>M.A. (Nursing science)

One major challenge facing mathematics education in South Africa in general and Limpopo in particular, is learners’ underachievement and lack of motivation to learn the subject. Some studies have shown that one of the topics that learners dread is linear functions. Many teachers also find it difficult to teach the topic effectively. Studies in other parts of the world have advocated the integration of graphing software with the teaching and learning of functions to enhance learners’ learning of mathematics. This study therefore investigated the effect of integrating GeoGebra graphing software into the teaching of linear functions on the achievement of Grade 9 learners. The study was guided by APOS theory which, in accordance with constructivist theories, posits that an individual needs to construct the necessary cognitive structures in order to make sense of mathematical concepts. A total of 127 Grade 9 learners from four schools in a circuit in Mopani district of Limpopo Province participated in the study which followed a pretestpost- test quasi-experimental study design. Two schools, namely B (35 learners) and D (33 learners) formed the experimental groups while school A (31 learners) and school C (28 learners) were the control groups. Data were collected using an achievement test and analyzed using descriptive and inferential statistics. The pretest results showed that the groups were of comparable cognitive abilities. The post-test results showed that there was a significant difference between the mean scores of the experimental groups and control groups. There were also statistically significant differences between group treatment means (p < .05). Bonferroni post-hoc test results showed that there were no statistically significant differences between treatments A and C. The results showed that the learners in the two control groups were of comparable cognitive abilities. The implications of the findings are discussed and recommendations made.<br>Mathematics Education<br>M. Sc. (Mathematics Education)

The world today is continuously influenced by ever-changing technological developments introducing new knowledge and applications into society’s culture, and social, political, and educational environments (Angeli & Valanides, 2009:154). Consequently, the educational environment as a branch of human knowledge needs to be redesigned in order to keep pace with current technological developments. Technological integration in education is inevitable and teachers are faced with the challenge of being competent ICT users. Internationally, there is growing consensus that the integration of ICT in education increases 21st-century learners’ skills (Blignaut, Hinostroza, Els & Brun 2010:89). Technology offers learners a better understanding of concepts with the use of visual interactions that enable them to store it in their long-term memories. For most teachers this is an obstacle, because the use of Information Communication Technology (ICT) was not included as part of their teacher training programmes (Tropakci, n.d.:1; Afshari, Bakar, Luan, Samah & Fooi, 2009:89). By obvious implication, 21st-century learners require teachers who are knowledgeable and possess technological skills so that they can facilitate technology-integrated lessons. This study investigated secondary-school teachers’ Information Communication Technology competencies in classroom practices within Bojanala District, North West Province, South Africa in order to suggest a strategy that could assist teachers in effectively integrating ICTs in teaching and learning. As a former Computer Application Technology (CAT) teacher, I was prompted to conduct this study by my involvement, experiences and observations of using ICT in teaching and learning. The picture of teachers’ ICT competencies in the Bojanala District where the fieldwork was conducted indicates that of the 134 secondary schools in the district only 25 have integrated ICTs into their teaching and learning. Furthermore, some secondary schools in the district have computer laboratories that are not being utilised. This indicates that the participating teachers were not competent ICT users, with no strategy that could be implemented to assist them in effectively integrating ICTs in their classroom practices. Despite the introduction of the South African policy on e-Education in the education system, little has been done in terms of its implementation. According to this policy, every learner in the General Education Training (GET) and Further Education Training bands (FET) should have been technologically savvy by 2013 (DoE, 2004:17). The research question guiding this study was: What are secondary school teachers’ ICT competency skills in classroom practices? The study was grounded in the interpretive epistemological paradigm. I employed a qualitative research method and the research design comprised collective or multiple case studies. Four secondary schools were selected on the basis of their proximity to my residence. Eight secondary-school teachers were invited to participate in this study. These teachers were purposively sampled on the basis of their expertise in the use of ICTs in teaching and learning. The data collection strategies were semi-structured interviews, non-participant observation and document analysis. Data analysis was done according to the four key steps of the data analysis process suggested by Anderson (209:156,157), while the procedure of analysing data which was adapted from Creswell (2007:214). Ethical consideration was maintained by not disclosing participants’ personal information. To ensure trustworthiness in this study, four issues were established, namely credibility, transferability, dependability and transferability.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)

This study investigated learners’ and educators’ perceptions of cell-phone use in the learning of Physical Sciences. The theory underpinning the study was the adoption model based on the theory of reasoned action (TRA) and the theory of technology acceptance (TAM). A mixed-method approach was applied. The instruments used to collect data were questionnaires, focus groups and interview schedules. The strategies used to analyse data were thematic analysis, cluster analysis and factor analysis. Data were coded and organized into descriptive themes, and differences between variables were noted. A mixed-gender sample of science learners aged 15 to 22 years and educators participated in the study. Both the qualitative and the quantitative data revealed that the learners and the educators had predominantly positive perceptions of the use of cell phones in the learning of Physical Sciences.<br>Science and Technology Education<br>M. Ed. (Natural Science Education)

Text in Afrikaans<br>Leerders wat uit swak sosio-ekonomiese omstandighede kom, die sogenaamde milieu-geremde leerders, se prestasie in geletterdheid is dikwels baie swakker as diegene wat uit meer bevoorregte huise uit kom. Skryf, as ‘n kernaspek van geletterdheidsvaardighede, kan tereg beskou word as een van die ingewikkeldste vaardighede. Die bemeestering daarvan stel ‘n bykans onbereikbare eis aan die milieu-geremde leerder en kan grootliks toegeskryf word aan die leeragterstande wat sulke leerders ondervind. Die probleem word dikwels vererger deur ‘n gebrek aan opvoederbekwaamheid en die algemene afwesigheid van goeie onderwys waar hierdie leerders skoolgaan. Hoewel baie ingrypingsmaatreëls en strategieë deur die Wes-Kaapse Onderwysdepartement (WKOD) en ook die Departement van Basiese Onderwys (DBO) al van stapel gestuur is om die talle uitdagings rondom veral geletterdheidsprestasie hok te slaan, blyk dit dat ingrypings om leerders se skryfvaardighede te verbeter, dikwels afgeskeep word. Hierdie konstruktivistiese studie was daarop gemik om ‘n omvattende ondersoek te doen en die uitdagings wat milieu-geremde leerders ten opsigte van skryfvaardighede ondervind, op ‘n holistiese wyse binne die konteks van arm plattelandse skole aan te spreek. Hierdie kwalitatiewe ondersoek is uitgevoer by nege plattelandse skole in die Weskusdistrik van die Wes-Kaap. Taalopvoeders in die Intermediêre Fase is in die studie betrek. Die skole is geleë in woongebiede waar opsigtelike tekens van swak sosio-ekonomiese omstandighede voorkom, en gekies vanweë hulle status as skole in die laer kwintiele. Die teoretiese perspektiewe van Piaget, Vygotski, Bronfenbrenner en Bandura met hul fokus op sosiokulturele teorieë van leer, is bestudeer. Bepaalde strategieë en beginsels is vanuit hierdie perspektiewe met hierdie studie in verband gebring. Die bevordering van skryfvaardighede in die konstruktivistiese klaskamer is bestudeer met klem op Brian Cambourne (1934-) se invloedryke werk wat fokus op die voorwaardes vir leer en ook op die wyse waarop opvoeders ‘n klaskameretos kan skep om goeie skryfvaardighede te ontwikkel. Die konstruktivistiese beskouing het ook die dataversamelingsproses gerig en uit die data is temas en subtemas geïdentifiseer wat bespreek en ontleed is. Bevindinge in hierdie navorsing het getoon dat skryf ‘n ingewikkelde aktiwiteit vir beide opvoeders en leerders is en dat die onderrig en bevordering daarvan in vele opsigte te kort skiet. Opvoeders beskik oor beperkte kennis en begrip ten opsigte van die onderrig en assessering van skryfvaardighede. Die bevindinge toon ook dat min maatreëls in plek is om die eiesoortige eise wat milieu-geremde leerders stel, aan te spreek. Die studie het ook getoon dat die ouers van milieu-geremde leerders ‘n belangelose, apatiese houding teenoor hul skoolwerk openbaar. In ‘n neutedop kan gesê word dat hierdie studie getoon het daar beslis baie meer gedoen moet word om nie net die skryfvaardighede van milieu-geremde leerders by armer plattelandse skole te verbeter nie, maar dat daar ook indringend na oplossings gesoek moet word vir die talryke ander uitdagings wat milieu-geremde leerders by plattelandse skole ervaar.<br>The performance in literacy of learners hailing from poor socio-economic circumstances, the so-called environmentally deprived learners, is often much poorer than those from more advantaged homes. Writing, as a core aspect of literacy skills, can rightly be viewed as one of the most complicated skills. The mastering thereof puts an almost unattainable demand on the environmentally deprived learner. This situation is largely attributed to the learning deficit experienced by such learners. The problem is often exacerbated by a lack in educator proficiency and the general absence of good education where these learners go to school. Although many intervention measurements and strategies have been initiated by the Western Cape Education Department (WCED) and the Department of Basic Education (DBE) to inhibit the many challenges surrounding especially literacy performance, it would seem that interventions to improve learners’ writing ability is often neglected. This constructivist study was aimed at undertaking an encompassing investigation and to address the challenges that environmentally deprived learners experience in terms of writing skills in a holistic manner within the context of poor rural schools. This qualitative investigation was executed at nine rural schools in the West Coast district of the Western Cape. Language educators in the Intermediary Phase were involved in the study. The schools are situated in areas where there are visible signs of poor socio-economic circumstances, and chosen for their status as schools in the lower quintiles. The theoretic perspectives of Piaget, Vygotski, Bronfenbrenner and Bandura, with their focus on socio-cultural theories, were studied. Specific strategies and principles from these perspectives were aligned with this study. The promotion of writing skills in the constructivist classroom was studied, with a focus on the influential work of Brian Cambourne (1934-), which focuses on the conditions for learning and also the way in which educators can create a classroom ethos to develop good writing skills. The constructivist view also guided the data collection process and from the data themes and subthemes were identified that were discussed and analysed. Findings of this research has shown that writing is a complicated activity for both educators and learners and that the teaching and promotion thereof are lacking in many aspects. Educators have limited knowledge in respect of the teaching and assessment of writing skills. The findings also show that few measures are in place to address the unique demands made by environmentally deprived learners. The study has also shown that the parents of environmentally deprived learners display an uninterested, apathetic attitude towards their schoolwork. In a nutshell it can be said that this study has shown that there is indeed much to be done not only to improve the writing ability of environmentally deprived learners in poorer rural schools, but that solutions should also urgently be sought to the countless other challenges experienced by environmentally deprived learners in rural schools.<br>Curriculum and Instructional Studies<br>D. Ed. (Kurrikulumstudies)

The study investigated errors made by Grade 9 learners when simplifying algebraic expressions. Eighty-two (82) Grade 9 learners from a rural secondary school in Limpopo Province, South Africa participated in the study. The sequential explanatory design method which uses both quantitative and qualitative approaches was used to analyse errors in basic algebra. In the quantitative phase, a 20-item test was administered to the 82 participants. Learners’ common errors were identified and grouped according to error type. The qualitative phase involved interviews with selected participants. The interviews focused on each identified common error in order to establish the reasons why learners made the identified errors. The study identified six (6) common errors in relation to simplifying algebraic expressions. The causes of these errors were attributed to poor arithmetic background; interference from new learning; failure to deal with direction and operation signs; problems with algebraic notation and misapplication of rules.<br>Mathematics Education<br>M. Ed. (Mathematics Education)