MEd (Educational Management) / Department of Educational Management / This study set out to investigate the state of readiness for the implementation of inclusive education in Nzhelele West circuit secondary schools in Vhembe district. The aim of the study was to explore the state of secondary schools’ readiness in the implementation of inclusive education and suggests strategies that can contribute to the effective implementation thereof. The study is qualitative in nature and the focus of the study was Grade 8. Purposive sampling was used to select ten participants which include five principals and five Grade 8 teachers. Interviews and observations were used as data collection tools. The data were analysed using thematic analysis. The study findings revealed that the participants were aware of the importance of implementing inclusive education in secondary schools. The participants explained their roles towards the effective implementation of inclusive education. However, the study identified various challenges facing the teachers in effectively implementing inclusive education such as physical challenges, lack of support services and impracticable policies. The study further provided solutions to the challenges of implementing inclusive education in secondary schools. / NRF

DEd (Educational Management) / Department of Educational Management / The study examined challenges in the implementation of performance appraisal on educators in Shiluvana Circuit in Mopani District, Limpopo Province. The study focused on 5 principals, 5 deputy principals, 18 teachers, 1 IQMS circuit coordinator and 1 IQMS District coordinator who were selected purposively, as they were directly involved in teacher appraisal. The study is qualitative which used interpretive paradigm research and case study research design. Qualitative data was generated through face–to-face interviews, with the 5 principals, 5 deputy principals, 1 IQMS circuit coordinator and 1 IQMS district coordinator, focus group interviews with 18 teachers and documentary analysis. Thematic analysis was employed to analyse narrative data for the study. It was established that principals, deputy principals, teachers, IQMS circuit coordinator and IQMS district coordinator experienced challenges with teacher appraisal, challenges like inadequate commitment by teachers, inadequate trained principals, inadequate monitoring, lack of interest and backlog in teachers’ remuneration. The study recommends that principals, deputy principals and teachers be trained thoroughly for the effective implementation of the programme at schools, an expect official in IQMS to be permanently employed at circuit office for the successful implementation of the programme. Finally, informed by the conceptual framework of the study, it is recommended that the Accountability and Professional Development models for teacher appraisal be implemented in the circuit in order for all stakeholders to understand and effectively play their roles on teacher appraisal. To improve the current situation, cyclical stakeholders teacher appraisal model is suggested which suggests that IQMS structures to be set at national, provincial, district, circuit and school levels as substantive offices. IQMS structures to be trained by circuit on IQMS policy and implementation strategies using cascading approach. / NRF

MA (Linguistics) / Department of Communication and Applied Linguistics / The purpose of this study is to investigate the content of the Further Education and Training (FET) Phase Home Language (HL) Curriculum and Assessment Policy Statement (CAPS). The Tshivenḓa HL content was translated from English for teaching and learning purposes. The study adopted both the qualitative and quantitative approaches in order to attain holistic results. Data was collected through the use of questionnaires from educators and subject advisors. Document analysis was also used (by analysing CAPS documents). The findings of this study will benefit the South African society, especially the Tshivenḓa HL educators and learners. The educators believed that the Tshivenḓa newspapers articles are not well-taught because they are not available in Tshivenḓa and educators did not know how to prepare them. The study also revealed that there are no prefixes but suffixes for formulating antonyms in the Tshivenḓa HL, however both are found in the English HL. Furthermore, educators complained about the shortage of film study resources in literature which the department of education delivers late. The findings of the study suggest that Tshivenḓa newspapers should be reintroduced as they aid learning for learners, and enable educators to plan their lessons. Prefixes in the Tshivenḓa HL should be introduced so that learners are able to attach them in their words, similar to what do they do in the English HL. In addition, ample resources for HL literature such as textbooks, Television sets (TV), overhead projectors for film study, and other resources should be delivered timely. / NRF

PhD (African Studies) / Department of African Studies / Moral degeneration is rampant among the youth across the globe. Juvenile delinquency and diversified social ills are prevalent and manifesting moral degeneration among the youth. This study sought to explore youth moral degeneration at Makuya area in the Vhembe District, Limpopo Province, South Africa. The study is qualitative and exploratory in nature. Non-probability purposive sampling technique was used to select twenty-eight research participants comprised of the parents, educators, youth, religious leaders, traditional leaders, social workers and SAPS officials. Data was collected using unstructured face-to-face interviews and focus group discussions to gain insights of youth moral degeneration challenges. The narrative analysis method was used to analyse and interpret data. The study found that moral degeneration among the youth at Makuya area is rife and is exemplified by the high rate of teenage pregnancies, teen parenthood, school dropout, alcohol and substance abuse, bullying trends, vandalism and other criminal acts committed by the youth in the Makuya area. The study recommended the use of a multi-pronged comprehensive youth moral regeneration strategy which emphasises the restoration, among the others, humanness, love, discipline, integrity, respect for authority, promotion of accountability and responsibility. / NRF

DEd (Educational Management) / Department of Educational Management / The aim of this study was to explore the effect of mentoring as a strategy for teacher professional development. The study was underpinned by Vygotsky, Piaget and Bandura socio-cultural theories. The study is anchored on the interpretivist or constructivist paradigm to enable the investigator to deconstruct the realities of the experiences of practicing teachers during the mentoring process. The qualitative research approach was adopted in the study. The population comprised all teachers at six (6) selected high schools in the Thabina Cluster schools. Purposeful sampling method was employed to select 12 teachers that participated in the study. Qualitative data was generated through face-to-face interviews, observations and document analysis. Data was analysed thematically. The study established that teachers value and acknowledge the importance of mentoring as a strategy for teacher professional development. There is also a need for mentoring to be conducted with new teachers to offer them opportunities for professional growth. The study recommendations are that the Department of Education should develop and regularly implement mentoring programmes to enhance the competency of teachers. / NRF

Thesis (M.Ed. (Curriculum Studies) -- University of Limpopo, 2022 / The main purpose of this study was to investigate enablers and inhibitors to implementing inclusive education in the Foundation Phase of rural schools in the Capricorn district, Limpopo province. The study was conducted in three primary schools (Foundation Phase) in the Capricorn district of Limpopo Province, South Africa. All the sampled schools have or once had special needs learners. This study employed qualitative research approach, which was backed by the case research design. Data were collected through in-depth interviews, focus group and document reviews. The interviews were backed by a tape recorder for quality and storage purposes. Eleven Foundation Phase teachers were sampled (but 10 interviews were used because the voice recording device I used to record, damaged the voice clip of an interview I had with T3A, and it was impossible to schedule another meeting due to school examinations commitments). These teachers were sampled using the purposive sampling technique. Data were analysed through the thematic data analysis method. The reviewed documents were The South African Schools Act (SASA), Education White Paper 6 (WP6) and Screening, Identification, Assessment and Support policy (SIAS). The findings were as follows: teachers showed an appealing understanding of inclusive education and teachers and policies agreed that Foundation Phase learners are susceptible to exclusions and priority must be projected towards them. Teacher training (inclusion workshops) and curriculum (lesson) differentiation are the chief enablers to implementing inclusive education at the sampled schools, yet challenges are pertinent. Unproductive workshops, overcrowded classrooms and a lack of resources, exclusion of rural teachers’ views on inclusion policies and issues of foreign learners are some of the factors that appeared key factors to inhibiting inclusion at the sampled schools.

Thesis (M.Dev.) --University of Limpopo, 2012

Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2008. / Explores the successes and obstacles encountered by educators in the implementation of integrated quality management system in cross-sectional schools in the Ellisras Circuit.

Please read the abstract in the 00front part of this document / Thesis (PhD (Comparative Pedagogics))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2016 / Some teamwork in learning are effective and others are not. There are a number of factors or attributes that are needed for the implementation of an effective teamwork. The aim of this study was to describe how learners grapple with the use of teamwork for effective teaching and learning in impoverished rural secondary schools. A case study research design was adopted to gather data. The study was conducted in Luthuli Park Combined School in Limpopo Province. The research participants were learners from this school. The study was oriented in an interpretive paradigm following mixed methods approach. Multiple methods of data collection were used. First, data were collected through individual interviews with learners. Second, questionnaires were distributed to the learners to gather quantitative data. Finally, an observation method was used to collect data such as time management by learners, their behavioural patterns and the way they team themselves in the classroom. The study found that the majority of the learners did not listen to suggestions from their team members; they lacked listening skills. In particular, the study indicated that 46% of the learners listened to each other’s suggestions while 54% reported that they did not listen to each other’s suggestions. The main finding of the study is that teamwork among learners is still problematic. The conditions within the classroom prohibited the effectiveness of teamwork. For example, lack of textbooks, physical resources (chairs, desks, data projectors, et cetera). The findings of the study reveal an indecisive and autocratic mind-set among learners regarding the involvement of teamwork. The study recommends that the implementation of effective teamwork will play a vital role in improving performance of the learners.