MGS / Institute for Gender and Youth Studies

Institute for Gender and Youth Studies / MGS

MPM / Oliver Tambo Institute of Governance and Policy Studies / See the attached abstract below

The role played by Schoemansdal Environmental Education Centre (SEEC) in the development of environmental awareness to its neighbouring schools has been established, described and explored. Schoemansdal's role was evaluated in relation to what other environmental education centers around the world are doing as strategies of developing environmental awareness to their neighbouring schools and communities. Schoemansdal Environmental Education Centre acted as a case study and its findings are supplemented by valuable data from seventeen schools, which were selected in the Zoutpansberg West Circuit by the researcher. The sole aim was to enhance information gathered at Schoemansdal EEC with regard to its role of making the neighbouring schools aware of environmental issues. Although the research question has been adequately explored, the study does not claim to be exhaustive and without limitations. The recommendations made by the study, based on the findings will be of value to environmental officers, environmental educationists, teachers and education policy makers involved with EE implementation in formal education. / Educational Studies / M. Ed.(Environmental Education)

Thesis (M. Dev.) -- University of the North, 2003 / Refer to document

Thesis (M.ED.) --University of Limpopo, 2007 / This report describes the research carried out in the Limpopo Province of South Africa, with Bohlabela District being used as a site of this study. The aim of the study was to investigate problems affecting young mothers in attending ABET classes in Bohlabela District in Limpopo Province. In order to achieve the aim outlined above, I formulated the following main research question: • What are the problems affecting the attendance of ABET classes by young mothers in Bohlabela District in the Limpopo Province? In trying to answer the question outlined above, I decided to undertake an explorative study in order to investigate problems affecting the attendance of ABET classes by young mothers in Bohlabela District in the Limpopo Province. In chapter 1 I further gave a description of South Africa in the apartheid era and the post-apartheid South Africa in terms of its geographical setup and education. The aim and objectives of the study and the research questions are indicated. The scope of the study is explained. In chapter 2 the theoretical foundation for the investigations of problems affecting the attendance of ABET classes by young mothers in Bohlabela District in the Limpopo Province is indicated. Factors such as time, curriculum, environment, family pressures and ignorance were discussed in this chapter. The chapter is starting with the definition of key concepts. In chapter 3 the research design of the study has been outlined. The data collection paths of the study have been discussed. The chapter explains how the data which had been collected from various places were analysed using qualitative data analysis methods. It concludes by discussing what I call ‘reflections’, a section that was about my main learning experiences and difficulties that I encountered during the process of this research. In chapter 4 I presented the findings of the study according to the views and perceptions of the interviewees. This section prepared the study for the next stage of the investigation where I established whether or not the findings provide answers to the research question. Chapter 5 is the concluding section where conclusions were made based on the findings of the investigation. Recommendations coming out of the study were made and finally recommendations for further study have been outlined.

Thesis (M.Phil.(Environmental Law and Management)) --University of Limpopo, 2010 / Environmental Education in schools is one of the vital means through which learners can acquire environmental literacy, which is vital for the protection of the environment. The purpose of this study is to determine the level of environmental literacy among Grade 12 learners based on selected issues namely: Acid rain, soil erosion and global warming. There is a need to encourage active participation in resolving environmental issues. This will in turn ensure compliance with laws of the country. Environmental Education is the process of recognizing values and clarifying concepts in order to develop skills and attitude necessary to understand and appreciate the interrelatedness or interrelationships among people, their culture and their biophysical surroundings. Environmental education also entails practice in decision-making and self-formulation of a code of behaviour about issues concerning environmental quality (IUCN World Conservation Union 1971). This research was conducted in five schools located in Ga-Molepo area. The Grade 12 geography learners were tested to determine their level on environmental literacy. This knowledge was tested by means of a questionnaire, which contained questions that tested the learners’ environmental literacy level. The level of literacy was compared between males and females. Their understandings of legal implications were also tested. Anderson & Arsenault (1990:170-179) states that questionnaires need no introduction. The advantage of questionnaire is that if properly designed, it provides a collection of reliable and reasonably valid data in a simple manner. Yet constracting a good questionnaire is a challenge and requires thorough thought, piloting, revision and reformatting. 85% of learners from all the schools indicated that they are aware of the causes and effects of soil erosion. 42% of learners understand what acid rain is and only 20% of them understand what global warming is. Learners must be educated on environmental issues in relation to environmental protection and improvement. Legal obligations and accountability under laws as well as the need to comply with law must be part of all environmental education. Hammond et al (1999:42) explains Coefficient of Variation (CV) as a normalized measure of dispersion of a probability distribution. The Coefficient of Variation was used where Tshebela high school got 33%, which indicated that the learners level of understanding did not indicate variability. In the other 3 schools (Mamokgari, Mamodikeleng and Mmapadi) their level of understanding did not indicate a high level of variation. The last school, Mokwatedi indicated that the learner’s level of understanding indicated a high level of variation which shows that their level of understanding is not good. When coming to what the law requires of them it is clear that only 40% of them understand the legal implications but the rest may harm the environment as they use natural resources for their own benefit such as chopping trees while not considering environmental sustainability and the people around them. It is, therefore, concluded at the end of the research that environmental laws need to be integrated into the learner’s knowledge as their opinions on environmental laws shows clearly that they do not have knowledge and understanding of the environmental legal implications.

Thesis (M.ED. (Educational Psychology)) -- University of Limpopo, 2012 / The purpose of this study was to compare the perceptions of three groups of parents; parents with special needs children in regular schools (n=16), parents with special needs children in special schools (n=16) and parents with special needs children not enrolled in either regular or special schools (n =18) towards inclusion in Capricorn District. Their perceptions were sought with regards to inclusion in regular schools, general education teacher’s attitude and sociocultural constraints on inclusion. Causal comparative and quantitative design inclusive of administration of structured questionnaire was adopted for this study. From the basic descriptive and inferential statistics [ANOVA and Tukey (HSD) test], there was a significant difference (p < 0.05) in perceptions among the three groups on 59% and 46% of the statements addressing inclusion in regular schools and sociocultural considerations respectively. No significant difference was observed (p > 0.05) on 76% of the statements on teachers’ attitude. Despite certain concerns, the perceptions of parents with SN children in RS (Group 1) were largely in favour of inclusion as opposed to parents with SN children in SS (Group 2) and parents with SN children not enrolled in either RS or SS (Group 3). There was a general consensus by all 3 groups of parents on the negative effects of general education teachers’ attitudes on inclusion. The results further suggested that the sociocultural paradigm as envisaged by parents from Group 3 influenced not only their expectations but also those of others (children without SN, teachers and the community at large) about children with SN. Against this backdrop, a more detailed investigation on the influence of culture on parents’ perception of inclusion is recommended.

D. Tech. Education / Language is considered to be a crucial means of gaining access to knowledge and skills. It is the key to cognitive development which promotes or impedes scholastic success. Communicative or language competence refers to the capacity of persons to select, recognise and organise the language variety appropriate to the occasion, situation and subject matter at hand. Language competency assists learners to construct and integrate acquired information to one's own understanding. It is therefore pivotal to encourage education reforms through core knowledge that building a strong oral language and early development could result in future academic success. This study examined the influence of language competence on the academic achievement of Grade 12 learners in selected schools of the Capricorn District (Limpopo Province in South Africa). The purpose of this study was to establish the challenges that learners and educators experience in communicating for teaching and learning purposes. The study also investigated the language factors that influence their academic achievement.

The role played by Schoemansdal Environmental Education Centre (SEEC) in the development of environmental awareness to its neighbouring schools has been established, described and explored. Schoemansdal's role was evaluated in relation to what other environmental education centers around the world are doing as strategies of developing environmental awareness to their neighbouring schools and communities. Schoemansdal Environmental Education Centre acted as a case study and its findings are supplemented by valuable data from seventeen schools, which were selected in the Zoutpansberg West Circuit by the researcher. The sole aim was to enhance information gathered at Schoemansdal EEC with regard to its role of making the neighbouring schools aware of environmental issues. Although the research question has been adequately explored, the study does not claim to be exhaustive and without limitations. The recommendations made by the study, based on the findings will be of value to environmental officers, environmental educationists, teachers and education policy makers involved with EE implementation in formal education. / Educational Studies / M. Ed.(Environmental Education)