This study employed a qualitative approach to investigate the use of cooperative learning to enhance conceptual understanding of trigonometry in a Grade 11 mathematics classroom, conducted at a high school in Moletlane Circuit, Capricorn District in Limpopo Province, South Africa. A single case study was used as a research design to get an in-depth analysis and collect detailed data using semi-interviews and lesson observation of the cooperative learning of trigonometry in Grade 11 from the learners and the teacher. Participants were purposely chosen and consisted of (n=30) Grade 11 mathematics learners and their mathematics teacher. Data from the participants were collected through semi-structured interviews and observation, with the aid of observation guide (Appendix C) for three weeks. The salient findings from the study showed how cooperative learning was used, research questions, the approaches, the teacher did not adequately highlight the importance of trigonometry to students without integrating the topic to real-life situations. Some students said that the teacher did not teach trigonometry in a manner that they understood, which made trigonometry challenging for them. Concerning cooperative learning, the study found that many learners were passively engaged, listened to or watched the teacher. Mainly, the study recommends teacher-training institutions to host practical workshops to help teachers integrate theoretical training and practical cooperative learning experience. While this study was qualitative in nature, future researchers could conduct quantitative data collection. This would allow for the collection of numerical findings through survey questionnaires. / Mathematics Education / M. Ed. (Mathematics Education)

The researcher investigated the legal obligations of the governing bodies with regard to the financial management of public schools in Maleboho Central Circuit in the Province of Limpopo. I followed the qualitative research approach and used a multiple case study design that enabled me to test and confirm the findings across the cases by comparing or contrasting the cases. The study revealed that parent governors’ understanding of the role and responsibilities pertaining to financial management is not sufficient, and that the financial training that is presented in English hampers its effectiveness. The findings of the study confirm that the governing bodies do not manage the schools’ finances effectively and in compliance with their legal obligations. / Educational Leadership and Management / M. Ed. (Education Management)

The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)

This study was encouraged by the fact that the theoretical terrain of ethics in public administration and management posits that, despite the existence of a code of conduct that regulates the conduct of municipal functionaries and councillors at local government sphere, the ethics in practice in general are still illusive. All this revolves around the main guiding research objective for this study which was to examine the reception of a code of conduct by municipal functionaries and councillors at the Capricorn District Municipality in the Limpopo Province. In exploring the main question of this study, the researcher developed an understanding of the concept ethics in Public Administration by selecting ethics theories namely: consequentialism, deontology and virtue theories. From the lesson learnt, it is evident that throwing around charges about which theory is truly ethical and which one should be followed or should guide municipal functionaries and councillors in making policy decisions is pointless. There is no ethical system which appeals to all people, or even to the same person in different situations. It is undoubtedly the case that consequentialists, deontologists and those who stand by virtue theories can each be sincere in believing their system embodies goodness and morality. The formulation of the Code of Conduct for the South African local government indicates the commitment of the South African government to enhancing ethical conduct. This Code contains a uniform set of ethical guidelines and applications for use throughout local government. It is also clear that the Code of Conduct has been drafted so as to be as clear as possible, but a detailed standard of conduct and disciplinary measures are not provided. This is a great challenge as it poses concerns about the accountability of municipal functionaries and councillors, and about how disciplinary measures on unethical conduct of politicians and officials should be handled. Chapter 3 forms an understanding of how culture, religion and language have ethical significance for community and tradition particularly when municipal functionaries and councillors make decisions. The promotion of an appropriate local government culture posits that, in order for a municipal manager and a mayor to make better decisions, they must take the need to understand the diversity of the local government into consideration. The most important point to be drawn from chapter 4 is that, besides legal instructions, the nature and influence of human behaviour through leadership and ethics infrastructure such as appointing an ethics officer and using whistle blowing as a system to enhance ethical conduct is important. In outlining the statutory and regulatory framework that directs public officials and politicians’ ethical conduct in South Africa, it was identified that South Africa is highly conscious of differences between individuals; therefore it is unlikely that legislation and current initiatives will suffice to enforce ethical behaviour among public officials, councillors and municipal functionaries. Another finding of this study is that the only official document available as the Code of Conduct for local government can be found in the Local Government Municipal Systems Act 32 of 2000 in Schedule 1 and 2, and also in the Local Government Municipal Structures Act 117 of 1998 in Schedule 5. This finding is an indicative that South African local government does not have an official Code of Conduct as a separate document for ethical conduct. Following this finding, the recommendation is therefore that a separate document should be designed, formulated and emphasised. / Public Administration and Management / D. Litt. et Phil. (Public Administration)

Since 1994, fundamental transformation has taken place in South Africa in terms of disaster risk management. The transformation processes have led to the promulgation of the Disaster Management Act, 2002 (Act No 57 of 2002) that was heralded as a new era for disaster risk management in South Africa. Subsequently, the publication of the National Disaster Risk Management Framework (of 2005) provides a set of clear guidelines on the implementation of the Disaster Management Act, 2002 (Act No 57 of 2002). The National Disaster Risk Management Framework underscores the significance of the integration and co-ordination of disaster risk management activities in all levels of government in South Africa. This emphasises the fact that Disaster risk management in South Africa has been established as a public sector function within each sphere of government. In its KPA1, the framework further emphasis the establishment of integrated disaster risk management structures by each sphere of government. The disaster risk management structures, such as interdepartmental committees and a district forum have not yet been established in the Capricorn District Municipality. In cases where other structures have been established, the main challenge is the participation of all role players and the inconsistency in the representation of local municipality in those structures. Another gap is the lack of clear responsibility of disaster risk management in some of the internal key role players. This dissertation aims to evaluate the implementation of the institutional capacity for Disaster Risk Reduction in the Capricorn District Municipality. This dissertation caters for the reader within the theory of organisation. Subsequently, the disaster risk management structures were discussed, based on the requirements of both the Disaster Management Act, 2002 (Act No 57 of 2002) and a National Disaster Risk Management Framework policy document (of 2005). This dissertation made use of the one-on-one semi-structured interviews for data collection in the field of disaster risk management within the Capricorn District Municipality. As regards recommendations, this dissertation suggests a number of points that the Capricorn District Municipality needs to implement in order to fast-track the establishment of disaster risk management structures that could lead to progress in meeting the legislative mandate of Disaster Risk Reduction. / Thesis (M. Development and management)--North-West University, Potchefstroom Campus, 2011

Since 1994, fundamental transformation has taken place in South Africa in terms of disaster risk management. The transformation processes have led to the promulgation of the Disaster Management Act, 2002 (Act No 57 of 2002) that was heralded as a new era for disaster risk management in South Africa. Subsequently, the publication of the National Disaster Risk Management Framework (of 2005) provides a set of clear guidelines on the implementation of the Disaster Management Act, 2002 (Act No 57 of 2002). The National Disaster Risk Management Framework underscores the significance of the integration and co-ordination of disaster risk management activities in all levels of government in South Africa. This emphasises the fact that Disaster risk management in South Africa has been established as a public sector function within each sphere of government. In its KPA1, the framework further emphasis the establishment of integrated disaster risk management structures by each sphere of government. The disaster risk management structures, such as interdepartmental committees and a district forum have not yet been established in the Capricorn District Municipality. In cases where other structures have been established, the main challenge is the participation of all role players and the inconsistency in the representation of local municipality in those structures. Another gap is the lack of clear responsibility of disaster risk management in some of the internal key role players. This dissertation aims to evaluate the implementation of the institutional capacity for Disaster Risk Reduction in the Capricorn District Municipality. This dissertation caters for the reader within the theory of organisation. Subsequently, the disaster risk management structures were discussed, based on the requirements of both the Disaster Management Act, 2002 (Act No 57 of 2002) and a National Disaster Risk Management Framework policy document (of 2005). This dissertation made use of the one-on-one semi-structured interviews for data collection in the field of disaster risk management within the Capricorn District Municipality. As regards recommendations, this dissertation suggests a number of points that the Capricorn District Municipality needs to implement in order to fast-track the establishment of disaster risk management structures that could lead to progress in meeting the legislative mandate of Disaster Risk Reduction. / Thesis (M. Development and management)--North-West University, Potchefstroom Campus, 2011

This study was encouraged by the fact that the theoretical terrain of ethics in public administration and management posits that, despite the existence of a code of conduct that regulates the conduct of municipal functionaries and councillors at local government sphere, the ethics in practice in general are still illusive. All this revolves around the main guiding research objective for this study which was to examine the reception of a code of conduct by municipal functionaries and councillors at the Capricorn District Municipality in the Limpopo Province. In exploring the main question of this study, the researcher developed an understanding of the concept ethics in Public Administration by selecting ethics theories namely: consequentialism, deontology and virtue theories. From the lesson learnt, it is evident that throwing around charges about which theory is truly ethical and which one should be followed or should guide municipal functionaries and councillors in making policy decisions is pointless. There is no ethical system which appeals to all people, or even to the same person in different situations. It is undoubtedly the case that consequentialists, deontologists and those who stand by virtue theories can each be sincere in believing their system embodies goodness and morality. The formulation of the Code of Conduct for the South African local government indicates the commitment of the South African government to enhancing ethical conduct. This Code contains a uniform set of ethical guidelines and applications for use throughout local government. It is also clear that the Code of Conduct has been drafted so as to be as clear as possible, but a detailed standard of conduct and disciplinary measures are not provided. This is a great challenge as it poses concerns about the accountability of municipal functionaries and councillors, and about how disciplinary measures on unethical conduct of politicians and officials should be handled. Chapter 3 forms an understanding of how culture, religion and language have ethical significance for community and tradition particularly when municipal functionaries and councillors make decisions. The promotion of an appropriate local government culture posits that, in order for a municipal manager and a mayor to make better decisions, they must take the need to understand the diversity of the local government into consideration. The most important point to be drawn from chapter 4 is that, besides legal instructions, the nature and influence of human behaviour through leadership and ethics infrastructure such as appointing an ethics officer and using whistle blowing as a system to enhance ethical conduct is important. In outlining the statutory and regulatory framework that directs public officials and politicians’ ethical conduct in South Africa, it was identified that South Africa is highly conscious of differences between individuals; therefore it is unlikely that legislation and current initiatives will suffice to enforce ethical behaviour among public officials, councillors and municipal functionaries. Another finding of this study is that the only official document available as the Code of Conduct for local government can be found in the Local Government Municipal Systems Act 32 of 2000 in Schedule 1 and 2, and also in the Local Government Municipal Structures Act 117 of 1998 in Schedule 5. This finding is an indicative that South African local government does not have an official Code of Conduct as a separate document for ethical conduct. Following this finding, the recommendation is therefore that a separate document should be designed, formulated and emphasised. / Public Administration and Management / D. Litt. et Phil. (Public Administration)

The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)

Thesis (M.Ed.(Curriculum studies)) -- University of Limpopo, 2016 / The purpose of this study was to explore how district office Curriculum Advisors (CAs) support teachers to implement curriculum policies requirements in the Capricorn District of the Limpopo Province. This exploratory case study addressed this knowledge gap by exploring the lived experiences of ten CAs in one district. Data was constructed through semi-structured interviews, observations and document analysis. This study revealed various forms of support that CAs offer to teachers, challenges they face and suggestions/strategies they use to deal with them. The kind of support CAs offer to teachers can be categorized into five themes: training, monitoring, moderation, setting tasks and enrichment programmes. Generally, the study also revealed that there are significant challenges to CAs‟ ability to effectively practise curriculum support. These include: overload due to shortage of CAs, lack of resources, political interference and challenges from teachers. Furthermore, CAs used teamwork and sacrifice as their way of dealing with these challenges. They also provided suggestions which the government may employ to eradicate these challenges. In conclusion, the study provides six recommendations related to policy-makers and government, and implications for future research. KEY CONCEPTS Curriculum Advisors, curriculum support, teachers.

Seventeen years after the passing and enactment of the South African Schools Act (SASA), Act 84 of 1996 which regulates the establishment of democratically elected school governing bodies (SGB) and which contains directives on how to organise and manage school funds, SGBs are still struggling to understand their roles and responsibilities. This study is aimed at investigating the perceptions of school governing body members as regards to their financial management roles in selected no-fee schools in the Maraba Circuit of the Limpopo Province, South Africa. The study used a qualitative research design within the interpretive paradigm. In addition, decentralisation theory served as the theoretical framework for the study. A sample comprising 22 participants from six selected no-fee schools was purposefully selected to act as the research participants. Semi-structured interviews and document analyses of official documents were conducted in order to collect the requisite data. The research participants included school principals, SGB chairpersons, treasurers and finance officers. The data collected was qualitatively analysed through coding and categorisation. The study revealed that the perceptions, experience and understanding of their financial management roles of SGB members often differ. In addition the study discloses that many of the participants lacked competency. In other words they lacked the proper knowledge and skills required to manage their school funds effectively. It would appear that their lack of the proper knowledge and skills was related primarily to their literacy levels and lack of training. The study concluded with the recommendations that SGB members be empowered through continuous and effective training to enable them to understand and fulfill their financial management roles. / Educational Leadership and Management / M. Ed. (Education Management)