The objective of this study was to determine if a statistically significant positive relationship exists between the cognitive tests (APIL and Critical Reasoning Test Battery - NCR2 and VCR2) and the academic performance of students on an MBA programme. A quantitative cross-sectional study was conducted on a non-probability purposive sample (N=329) of MBA students at an institution of higher learning in South Africa. A theoretical relationship was established between the variables. The empirical relationship revealed statistically significant relationships between the cognitive tests and academic performance on an MBA programme. The findings contribute valuable knowledge to the field of psychological assessment that can be applied in the selection of students for higher education. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

A study was undertaken to explore what constitutes instructional capacity in the teaching and learning of mathematics (TLM), with a focus on how schools (as institutions of teaching and learning) integrate resources for a particular configuration of capacity to promote high achievement levels of Grade 12 students in mathematics. Data were collected in ten public secondary schools, mostly in a disadvantaged context, in the Vhembe District in Limpopo Province, South Africa. The study explores strategies for constructing, organising and replenishing instructional capacity in TLM. Five low- and five high-performing schools were selected, based on the pass rate in mathematics in high stakes examinations. The researcher observed lessons and interviewed ten Grade 12 mathematics teachers, ten principals, five curriculum advisors and a sample of forty Grade 12 mathematics students. The research revealed that the capacity to encourage the new curriculum reform practices in TLM within different schools is often inadequate, and largely fails to compensate for organisational effects and arrangements that shape the capacity to create quality instruction in mathematics. However, high-performing schools were somewhat ahead of low-performing schools in terms of encouraging reform-oriented teaching and learning in mathematics. Recommendations include: Principals should initiate the development and implementation of a school-based clinical supervision programme through collaborative decision-making to promote a sense of ownership by all mathematics teachers. Such a supervision programme would enhance commitment and ensure that all efforts are unified towards improving the quality of TLM. There is a need for the DoE in Limpopo Province to coordinate teacher professional development workshops, where effective practising mathematics teachers model how they teach mathematics in the classroom, while other teachers observe. Context-based strategies to enhance student outcomes in mathematics should be devised, such as modelling good practice by effective teachers in terms of: lesson preparation; subject knowledge; pedagogic approach; assessment and monitoring of classroom practice, including direct observation of teaching by HoDs and principals. It is proposed that attention to these issues, amongst others, would limit the impact of an unpromising context on student achievement levels in mathematics in high stakes examinations in the Vhembe District and elsewhere. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education)

Several studies and reports have indicated that grade 09 learners are underperforming in science. The underperformance of learners in science is very concerning and has evoked research interests into teaching strategies that can be used to improve the performance of learners in science. This study investigated the impact of student teams achievement divisions (STAD) cooperative instructional strategy on the performance of grade 09 learners in science. A mixed method approach specifically quasi-experimental design and interviews were used to collect data. The population for the study composed of grade 09 learners from Baltimore circuit in Limpopo. The sample consisted of sixty learners from two purposively selected secondary schools. The dependent samples t-test was used to analyze the data collected. The results revealed that student teams achievement divisions (STAD) cooperative instructional strategy resulted in better performance of learners in science than traditional teaching method. In addition, learners expressed an increased interest, motivation and self-efficacy after exposure to cooperative learning. / Science and Technology Education / M. Ed. (Natural Science Education)

Since the advent of democracy in 1994, social changes in South Africa have impacted on schools. In the past, parent involvement in the township schools was viewed as unimportant. However, with the change to a democratic South Africa, parents as critical stakeholders were put under tremendous pressure to get involved in the education of their children. The role that parents are expected to play in education has grown immensely and has been receiving greater interest. The South African Schools Act (Act no. 84 of 1996) makes provision for parents‟ participation in the activities of the schools. The underlying principle is to ensure that parents are actively involved in the governance and management of schools with a view to create a conducive environment for a better teaching and learning. According to Bloch (2009:22) the more parents are involved in their children‟s schooling the better their children‟s academic achievements, the more confident their attitudes to schooling and the lower the drop-out rate. However, the parents in the township schools in South Africa have dismally failed to live up to these expectations. Almost 80% of dysfunctional schools in South Africa are predominantly located in the townships (Smit & Oosthuizen, 2011:64). These schools are ineffective and inefficient; and lack of parental involvement has been cited as a key reason for the decline of academic achievement. Efforts to improve the culture of teaching and learning in these schools have failed. In this study, the extent to which parents in the township schools are involved in the education of their children is interrogated as the focus area. Similarly, the objective of this study is to investigate and evaluate the factors that influence or inhibit parents‟ participation in the education of their children in the township schools. The study confined itself to three secondary schools in Ekurhuleni North district and used both educators and parents as its sample. The sample was purposefully selected. A mixed methodology of qualitative and quantitative approaches was used for this study. The data presented in this study are mainly derived from the responses to the ninety questionnaires that were distributed to educators as well as the responses of the six parents from the interviews with them. In this study, the ethical considerations of the research as espoused by Merriam (1998:198) were adhered to. This study v stems from the necessity to contribute to the scholarly debate on the involvement of parents in education as it seeks to determine the factors which hamper parental involvement in the education process of the learners in the township schools; and to suggest possible solutions to eliminate them wherever feasible. The reluctance of parents to participate in the education of their children in the township schools remains a mystery which needs to be unravelled. This is the basic premise of this research. The researcher further hopes that when the Findings and the Recommendations of this study are completed, they will be able to add value to the education system in the township schools by conscientising parents about their full role in the governance of the schools as mandated by legislation. / Department of Educational Leadership and Management / M.Ed. (Education Management))

This qualitative study explores the factors related to learner performance in Natural Science and to propose remedial measures to improve such performance. The purpose of this research is to deepen and widen understanding of scientific literacy, science concepts, practical work, graphic organisers and visual representations, incorporated into the classroom as instructional strategies to increase learners’ motivation and their learning of science concepts. The natural-science curriculum aims to provide learners with opportunities to make sense of ideas they have about nature. It also encourages learners to ask questions that could lead to further research and investigation. A case study method was used at the research site (school). The Natural science educators’ experiences in teaching science concepts, science literacy, science language and compliance with the requirements of Curriculum Assessment Policy Statements were identified by means of document analysis, focus group interviews and completion of a questionnaire. Results indicated several factors that could affect learners’ performance in Natural Science including inappropriate teaching strategies, overcrowded classrooms, lack of discipline, inadequate conceptual comprehension, lack of laboratory equipment and resources, non-compliance with Curriculum Assessment Policy Statements, and incomplete or unsatisfactory preparation of teachers’ lesson plans. Recommendations and suggestions for further research aimed at addressing the identified factors are indicated. The study concludes with recommendations to improve senior-phase learners’ Natural science performance. / Science and Technology Education / M. Ed. (Natural Science Education)

This study examines the effects of educators’ professional conduct on learners’ academic performance. The researcher used quantitative research methodology and design. Data was collected in eighty primary schools, mostly in a disadvantaged context, in the Vhembe District in Limpopo Province, South Africa. A researcher-designed questionnaire was administered to eighty primary-school principals who were randomly selected. The research revealed that the implementation of the educators’ code of professional ethics may improve the quality of educators. The achievement of high learner academic performance may be determined by the manner in which principals lead, manage and encourage educators to adhere to the tenets of professional conduct. This research also revealed that although educators are aware of professional conduct, they show unprofessional behaviour such as disrespecting learners, leaving class unsupervised, excessive use of mobile phones during lessons, and excessive absenteeism. Learners who lack effective educator support tend to achieve lower results than expected. Learners whose educators behave professionally achieve good academic performance. / Educational Leadership and Management / M. Ed. (Education Management)

The quality of education in South Africa has come increasingly under scrutiny for various reasons and learners ‘performance in mathematics is one of the main areas of concern. Learners in secondary schools in Nzhelele East Circuit in Limpopo Province, South Africa, are not performing well in mathematics. Learners who want to pursue careers such as civil engineering, medicine and other qualifications where mathematics is a prerequisite find it difficult to follow these careers. The study used focus group discussions with 20 Grade 12 learners, face-to-face semi-structured interviews with six teachers and four SMT to investigate factors affecting grade 12 learners performance in mathematics in two secondary schools. The study highlighted socio-cultural and psychological factors that are seen to be barriers in mathematics performance. The purpose of this study was to explore factors that affect Grade 12 learners’ performance in mathematics. As there are many factors, this study's main emphasis was on the influence of the home environment, teachers’ competence and attitudes in teaching mathematics, learners’ attitudes towards mathematics and strategies that can be used to improve learners’ performance in mathematics. The afore-said were named themes each of which related to questions contained in the semi-structured interview schedule. The study included literature review from Kenya, Ghana and South Africa. Qualitative research method was used. Interviews were conducted with SMT, teachers and learners. The researcher set out to answer the following question What are the dominant and most profound socio-cultural and psychological factors of the Grade 12 mathematics learners affecting performance in the Nzhelele East Circuit, Vhembe District of Limpopo Province? The following points will also be taken into consideration during this research. How do learner performance trends in mathematics education look like among Grade 12 mathematics learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa? What are the teacher-based factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? What are the School Management Team (SMTs) factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? THE AIMS AND OBJECTIVES Aim This study investigates the dominant and most profound socio-cultural and psychological factors affecting learner performance in mathematics among Grade 12 learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa. Objectives The objective of this study was to explore the socio-cultural and psychological factors in the home and school environment that affect Grade 12 learners performance in mathematics at Nzhelele East Circuit, Vhembe District of Limpopo Province. Based on the above question the following were findings of the research. • Mathematics is believed to be a critical school subject in most regions of the world in general, and Sub-Saharan Africa in particular. • A plethora of governments – especially those in developing economies where governments are targeting industrialization and technological development believe mathematics is crucial for facilitating development and advancement of the general populace of their regions. • Mathematics is a compulsory subject in most education systems around the world. • There are a variety of complexities and constraints affecting the teaching and learning of mathematics in most regions of the world. • There is poor learner performance in mathematics. This is indicated by high failure rate in mathematics during end-of-year learner assessments. • The reasons for the poor performance of learners in mathematics in the selected schools were vast and intertwined. • Efforts have been made at international level to intervene with regard finding solutions to complexities and constraints affecting teaching-learning environment in mathematics. • The complexities and constraints affecting the teaching-learning environment of mathematics in South Africa stem from South Africa's past era of apartheid education. • Mathematics has been a major target of improvement and transformation by the post-apartheid government in South Africa. • Regardless of the efforts made by the post-apartheid government in South Africa to improve and transform teaching-learning environment in mathematics, there are perpetual complexities and constraints still hindering progress, and this affects learner output in mathematics. • Mathematics is one of the poorly performing subjects in the post-apartheid education system in South African schools – especially those schools which are based in formerly disadvantaged areas such as homelands and townships. • There is a growing body of literature investigating the complexities and constraints affecting the teaching-learning of mathematics in South Africa. Apart from the conclusions based on general observations, the study furthermore concluded that critical learner-based factors, teacher-based factors and SMT-base factors contributed to the state of affairs in the selected participant schools. This study therefore concluded thus: • Learner-based factors Mathematics learners were poorly prepared in the lower grades for senior grades. In other words, learners lacked proper foundation and background in mathematics. Learners were not well taught the basics of mathematics in previous grades. Furthermore, mathematics learners lacked assistance with homework for example because the majority of parents were illiterate and therefore not involved in supervision of learners beyond school environment. Learners showed negative attitude towards their teachers and the subject. Learners were not self-motivated in mathematics. • Teacher-based factors Teachers did not have enough workshops on how to teach mathematics, and also on content knowledge improvement. Less creative teachers were teaching mathematics. Teachers lacked support from their principals. The majority of teachers lacked passion in mathematics. • School Management Teams (SMTs) factors This study concludes that mathematics teachers were not receiving adequate support from the School management Teams (SMTs). Lack of teacher support by SMTs stems from poor organisation of supervisory roles expected from SMTs. Teachers' work is not being properly monitored and supervised. RECOMMENDATIONS Based on the conclusions drawn from the study, the following recommendations are crucial, and they have to be implemented: • Recommendations to the Department of Education This study recommends that the Department of Education should monitor or revisit the methods of teaching and learning of mathematics. Assessment should also be revisited to ensure that the mathematics paper is not too long for the learners during examinations. Enlisted service providers who facilitate teacher workshops for mathematics must be conversant with content requirements of mathematics. Considerations should be made to simplify the mathematics question paper. The Department of Education should also provide necessary resources such as textbooks timeously. Knowledgeable mathematics specialists and advisers could be enlisted to visit regular visits to schools to assist teachers and learners throughout the year. • Recommendations to the School Management Teams (SMTs) The SMT should ensure that their educators are adequately qualified to teach mathematics. as a subject as well as being able to teach their learners in a way that they understand the subject. In addition, teachers who are knowledgeable in teaching mathematics should be appointed to teach mathematics. The SMTs should also ensure that compulsory workshops are provided for mathematics teachers at school level. Furthermore, the SMTs should ensure that educators are able to identify learners that are under-performing, monitor the utilisation of study time and assist in resolving problems regarding the poor performance of such individual learners. School Management Teams shall facilitate additional after-hours lessons and sessions to assist learners identified as lacking in home environment assistance for example. Moreover, SMTs should also encourage all Grade 12 mathematics learners to participate in supervised extra mathematics lessons and extra-mural activities in order to develop and build their self-confidence and positive self-esteem. In addition, the SMT members should be more supportive to their mathematics teachers. Continuous moderation of teachers' work should be encouraged. School Management Teams (SMTs) should also develop motivational programmes and instruments to encourage and motivate learners in their respective schools. For example, performing learners could be awarded with prizes in public – especially during school organised functions which might include learners, teachers and parents. • Recommendations to the teachers The teachers should make it a point that they attended mathematics workshops as organised by various stakeholders. Teachers' interest in mathematics could be improved by improving their knowledge of subject content in mathematics, and personal recognition by authorities. Performing teachers could also be recognised and awarded with prizes publicly at school gatherings and meetings. Teachers should also be encouraged to obtain further qualifications and skills in mathematics. • Recommendations to the learners Efforts should be made to improve learners’ attitudes towards mathematics, and in addition to their mathematics teachers. Learners should be made aware of national target for mathematics education and the implications thereof. This could be achieved by utilizing educators – especially those who teach Guidance as a subject to learners to provide more convincing evidence of the spin-offs of obtaining good passes in mathematics in South Africa. SUGGESTION FOR AREAS NEEDING FURTHER STUDY There is a need to conduct follow-up research on: • applied strategies and instrument to improve learner attitude towards mathematics. • Establishing whether the complexities and constraints affecting learner performance in mathematics affect both girl and boy learners the same considering that their circumstances and conditions might materially differ. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Thesis (MPA (Public Management and Planning))--University of Stellenboch, 2009. / This study focuses on the effect of management on learner performance in secondary schools. The Grade 12 senior certificate results are used in the study as a standard benchmark. The researcher acknowledges that there may be other factors that contribute to poor performance of learners. A case study of schools in Nongoma (Nhlophenkulu circuit) was used. The three schools that were selected in the case study represent the best performing school in Grade 12 results for the past three years; the middle performing school in Grade 12 results for the past three years; and the poor performing school in Grade 12 for the past three years. In investigating the problem the researcher used both observations and a questionnaire as a way of collecting data information in the selected schools. The middle and the poor performing schools’ problems pointed to the poor management of the schools under study. In the best performing school the analysis of the data revealed that the school was well managed with support structures in and outside the school. It could therefore be deduced that management does have an impact on learner performance. The findings further revealed that a school can not operate in isolation but needs other stakeholders and outside assistance.

Educational Foundations / M. Ed. (Socio Education)

Improving Grade 12 learner performance is a critical issue because only a few learners are able to go to university. Grade 8 learners lack the required subject content knowledge to be in secondary school. The aim of this study was to identify key generic curriculum factors affecting Grade 12 learner performance. The aim was addressed by conducting the relevant literature study and an empirical investigation. In various studies, the implementation of the Curriculum and Assessment Policy Statement (CAPS) has been associated with tremendous challenges, including content congestion, workload, too much paperwork, too much assessment and limited time. There are ongoing expressions of uncertainty about the type of learners the CAPS is producing. Many of these learners do not understand English, cannot read or write, do not care about their education, are not doing their homework and are ill-disciplined. Against this backdrop of uncertainty, this study offers a critical reflection of key curriculum factors affecting learners’ performance. This multiple case study was undertaken using semi-structured individual interviews with 12 Heads of Departments, which were conducted to explore their perceptions and experiences regarding the CAPS. Six focus group interviews with teachers were also conducted to provide an in-depth understanding of their views. The findings of the study offer a deeper understanding of the key generic curriculum factors affecting learner performance which require a special intervention at foundation phase to ensure that primary school learners are prepared for Grade 12. It is envisaged that the research findings will assist the Department of Basic Education with decisions relating to improving learners’ performance. The study recommends that involving as many experienced teachers as possible in the curriculum design will have a positive impact on learner performance. It is recommended that the Department of Basic Education should reduce the number of subjects at secondary school level; align time allocated to complete the syllabus with the Annual Teaching Plan; replace School-Based Assessments with tests; conduct an exit examination at the end of every phase; identify one prescribed textbook for each subject; encourage top performing students to become teachers; and make teaching a high-status profession. Experienced teachers should be given an opportunity to design the curriculum because they understand the challenges facing the education system. The Department of Basic Education should minimise changes to the curriculum because the teachers work better with what they know. iv The study concluded that the first 30 minutes of each day should be an English period to enhance reading skills; learners should be given an opportunity to choose subjects from Grade 8 not from Grade 10; the pass rate should be raised to 50% for all the subjects; Life Orientation should be done only up to Grade 7; more Further Education and Training colleges should be opened so that learners can be directed accordingly if they cannot cope in a mainstream school; progression and adjustment of marks should be stopped; more teacher training colleges should be opened; more and better resources at all under-resourced schools must be provided; each school should have a full-time psychologist on staff; and learners should be motivated regularly by educated or successful community members. / Dit is noodsaaklik om die prestasie van Graad 12-leerlinge te verbeter aangesien weinig van hulle aan ʼn universiteit verder kan studeer. Graad 8-leerders beskik nie oor die vakkennis wat op hoërskool van hulle verwag word nie. Die oogmerk van hierdie studie was om vas te stel watter betekenisvolle generiese kurrikulumfaktore die prestasie van Graad 12-leerders bepaal. ʼn Literatuurstudie en empiriese ondersoek is met die oog hierop gedoen. Volgens verskeie studies bring die implementering van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) geweldige uitdagings mee waaronder die vertering van lesinhoud, ʼn groot werklas, te veel papierwerk, te veel assessering en te min tyd. Bedenkinge word gereeld uitgespreek oor die soort leerder wat die KABV tot gevolg het. Talle leerders verstaan nie Engels nie, kan nie lees of skryf nie, is nie oor hulle eie opvoeding besorg nie, doen nie hulle huiswerk nie, en is ongehoorsaam. Hierdie studie besin krities oor die betekenisvolle kurrikulumfaktore wat leerders se prestasie beïnvloed. In hierdie meervoudige gevallestudie is halfgestruktureerde onderhoude met 12 departementshoofde gevoer. Hulle perspepsie en ervaring van die KABV is in die onderhoude verken. Ses fokusgroeponderhoude is met onderwysers gevoer om hulle siening daarvan te verkry. Die bevindings van die studie bied ʼn grondige insig in die betekenisvolle generiese kurrikulumfaktore wat leerderprestasie beïnvloed. Dit vereis ingryping in die grondslagfase om laerskoolleerders vir hoërskool en uiteindelik Graad 12 gereed te kry. Op grond van hierdie bevindings kan die Departement van Basiese Onderwys veranderings aanbring wat die prestasie van leerders kan verbeter. Die studie beveel aan dat soveel ervare onderwysers as moontlik by die kurrikulumontwerp betrek word. Dit sal leerdersprestasie verbeter. Daar word voorts aanbeveel dat die Departement van Basiese Onderwys die aantal hoërskoolvakke verminder; die tydperk waarin die sillabus afgehandel word, met die jaarlikse onderrigplan in ooreenstemming bring; vii skoolassessering met toetse vervang; leerders aan die einde van elke fase ʼn uitgangseksamen laat skryf; een handboek vir elke vak voorskryf; skrander studente aanmoedig om onderwysers te word; en die aansien van die onderwysberoep verhoog. Ervare onderwysers moet aan die opstel van die kurrikulum meewerk omdat hulle die struikelblokke in die onderwysstelsel die beste begryp. Die Departement van Basiese Onderwys moet minder aan die kurrikulum torring aangesien onderwysers beter werk met dinge wat hulle ken. Die slotsom waartoe in hierdie studie gekom word, is dat die eerste 30 minute van elke skooldag ʼn Engelse periode moet wees waarin leerders hulle leesvaardighede verbeter. Leerders moet reeds in Graad 8 vakke kan kies, nie eers in Graad 10 nie. Die slaagpunt moet in alle vakke 50% wees. Lewensoriëntering moet slegs tot Graad 7 aangebied word. Leerders wat nie in ʼn hoofstroomskool die mas opkom nie, moet aan kolleges vir verdere onderwys en opleiding verder kan leer. Punte moenie opgeskuif word nie. Meer onderwyseropleidingskolleges moet geopen word. Skole met beperkte hulpbronne moet van meer en beter hulpmiddels voorsien word. ʼn Voltydse sielkundige moet by elke skool aangestel word, en suksesvolle en opgevoede gemeenskapslede moet leerders gereeld motiveer. / Kaonafatšo ya mašomelo a Kreite ya 12 ke ntlha ya bohlokwa ka ge baithuti ba mmalwa ba kgona go ya yunibesithi. Baithuti ba Kreiti ya 8 ba hloka tsebo ya diteng tša thuto yeo e nyakwaga ke baithuti ba dikolo tše di phagamego. Nepo ya thuto ye ke go hlaola dintlhakakaretšo tša kharikhulamo ya go ama mašomelo a moithuti wa Kreite ya 12. Maikemišetšo a a rarollotšwe ka go dira thuto ya dingwalwa le dinyakišišo tša thuto. Ka go dithuto tša go fapana, phethagatšo ya Setatamente sa Pholisi ya Kharikhulamo le Tekolo (CAPS) e amana le mathata a magolo,a go akaretša pitlagano, tšhomišo ye ntši ya pampiri, tekolo ye ntši, le nako ye nnyane. Go na le ditšweletšo tše dintši tša go se kgotsofale ka ga mohuta wa baithuti bao CAPS e ba tšweletšago. Bontši bja baithuti ba ga ba kwešiše Seisemane; ga ba kgone go bala goba go ngwala; ga ba na taba le thuto ya bona; ba ba dire mošomo wa bona wa gae; ga ba na mekgwa ye mebotse. Ke ka lebaka la tšweletšo ye ya go se be le nnete, thuto ye e tšweletša taetšo ya bohlokwa ka ga dintlha tša bohlokwa tša kharikhulamo tšeo di amago mašomelo a baithuti. Thutophatišišo ye e swanetše go dirwa go šomišwa ditherišano tša go hlangwa gannyane le Dihlogo tše 12 tša Dikgoro. Dipoledišano tše tša mošomo di dirilwe go lemoga mmono wa bona le boitemogelo bja CAPS. Dipoledišano le dihlopha tše tshela tša barutiši di dirilwe go hwetša kwešišo ya go tsenelela ya mmono wa bona. Dipoelo tša thuto di fana ka kwešišo ya go tsenelela ya dintlha tša motheo tša kharikhulamo tšeo di amago mašomelo a baithuti le go nyaka thušo ya go ikgetha ka go thuto ya motheo go netefatša go re baithuti ba thuto ya phoraemari a loketše sekolo se se phagamego le Kreite ya 12. Go lebeletšwe gore dipoelo tša diphatišišo di tla thuša Kgoro ya Thuto ya Motheo go dira diphetho tša go tliša kaonafalo ka go mašomelo a baithuti. Thuto e hlohleletša go re ka ge barutiši ba bantši ba maitemogelo ba tšee karolo ka go tlhamo ya kharikhulamo ka ge se se tla ba le seabe sa maleba go mašomelo a baithuti. Go dirwa tšhišinyo ya go re Kgoro ya Thuto ya Motheo e swanetše go fokotša palo ya dithutwana x maemong a sekolo se se phagamego; lekanyetša nako yeo e filwego go phetha dithuto go ya ka leano la go ruta la ngwaga; go tlošwe ditekolo tšeo di dirwago sekolong go dirwe melekwana; go dirwe hlahlobo ya go tšwa mafelelong a sekgao se sengwe le se sengwe; go hlaolwe puku ye tee yeo e kgwethilwego go thuto ye nngwe le ye nngwe; go hlohleletša baithuti bao ba šomago gabotse go re ba be barutiši; le go dira gore barutiši e be mošomo wa maemo a godimo. Barutiši ba maitemogelo ba swanetše go fiwa sebaka sa go hlama kharikhulamo ka gobane ba kwešiša mathata a tshepedišo ya thuto. Kgoro ya thuto ya Motheo e swanetše go fokotša diphetogo ka go kharikhulamo ka gobane barutiši ba šoma gabotse ka tšeo ba di tsebago. Thuto ye e rumile ka go re metsotso ye 30 ya mathomo ya letšatši le lengwe le lelengwe e swanetše go ba thuto ya Seisemane go kgontšha bokgoni bja go bala; baithuti a swanetše go fiwa sebaka sa go kgetha dithuto go tloga ka go Kreite ya 8 e sego ka go Kreite ya 10; kelo ya katlego e swanetše go phagamišwa go ya go diperesente tše 50 go dithuto ka moka; Life Orientation e swanetše go rutwa fela go fihla go Kreiti ya 7; go swanetše go bulwe dikholetšhe tša tlaleletšo tša thuto le tlhahlo go baithuti bao ba sa kgonego go kgotlelela go sekolo sa setlwaedi; tšwelopele le tlaleletšo ya meputso e swanetše go emišwa; go swanetše go bulwe dikholetšhe tše dingwe tša barutiši; methopo ye mentši ya kaone go dikolo ka moka tšeo di se nago methopo ya go lekana e swanetš go fiwa; sekolo se sengwe le se sengwe se swanetše go ba le rasaekholotši wa sa ruri gare ga bašomi; le baithuti ba swanetše go hlohleletšwa kgafetšakgafetša ke maloko a setšhaba ao a rutegilego goba go atlega. / Curriculum and Instructional Studies / Ph. D. (Education (Curriculum Studies))