The teaching and learning of Environmental Education as an integrated approach to education and training aims at a holistic modality. This requires a commitment by stakeholders to support formal and informal Environmental Education implementation. By means of descriptive qualitative and quantitative methods, I investigated local, national and global, past and present Environmental Education practices with a view to recommend criteria for a model for the integration of Environmental Education into the school curriculum of the Northern Province. The findings revealed that various countries have attempted to address the position and status of Environmental Education in the school curriculum. The one subject approach and a cross-curriculum approach emerge consistently as the options adopted. Neither of the two approaches are cited as completely successful. The integrated nature of Environmental Education issues are countered by country systemic constraints, for example the political climate, among other things. Other impediments to implementing Environmental Education are policy makers' lack of knowledge and negative attitudes, lack of resources, curriculum design deficiencies, inadequate pre-service and in-service teacher training and misconceptions about Environmental Education. The history, principles and the peculiarities of Environmental Education, the lessons learnt from other countries and the empirical investigation in the Northern Province give indicators that form the basis of the model recommended by this research. In view of the findings the recommendation is made that Environmental Education be integrated into the school curriculum of the Northern Province for General Education and Training and Further Education and Training for all school grades using a project approach, a discipline-specific thematic approach and as a discipline. / Educational Studies / D. Ed (Didactics)

The purpose of this study was to investigate the way in which OBE teacher training in the Northern Province is being managed, particularly in Region 4. The study also aimed to contribute in providing information about how the Provincial office of the Northern Province is managing OBE teacher training. The literature review covered both materials in the Provincial, National and other countries. The study's research methodology was qualitative, which includes interviews, observation and case study based. Interviews were scheduled with Provincial, Regional, District Dept officials, Educators and Principals. The study has revealed that Region 4 cannot manage the implementation of OBE teacher training properly and effectively due to constrains such as lack of transport, insufficient training for trainer facilitators and educators, et cetera. / Educational Studies / M.Ed. (Education Management)

Thesis (Ph.D. (Adult Education)) -- University of Limpopo, 2013 / The sexual abuse of children seems to be a worldwide community-based problem. In any attempts to address this problem, community participation is crucial. The study, which was conducted in the Vhembe district of the Limpopo province of South Africa, focused on the factors that contribute to child sexual abuse in this area. The aims of the study were to encourage community participation in the reduction of child sexual abuse and to educate the community on child sexual abuse in order to improve the quality of life of the community members. The study adopted a participatory action research approach utilising a qualitative technique to collect the data. Interviews were conducted with educators, nurses, social workers, traditional leaders, church leaders, members of the civic organisation, policing staff and the Victim Empowerment Group. A data matrix was used to analyse the data. Community education was found to be the most successful way of addressing child sexual abuse. According to the responses of all target groups, community participation is imperative to reduce the incidence of child sexual abuse. All target groups seemed to be aware of the problem and ready to work together to reduce the prevalence of child sexual abuse. It is recommended that community education programmes be organised by each particular community to address any community-based problems such as child sexual abuse. Some of the recommendations in this study could help the community to become involved in the fight against child sexual abuse. The research indicated that educational programmes bring about greater change in the behaviour and beliefs of a community if the programmes allow the participants to articulate and examine their personal values and beliefs concerning the sexual abuse of children. In the study, participants themselves demonstrated strategies to encourage community members to become involved in the reduction of child sexual abuse. The participants developed a positive attitude towards the reduction of child sexual abuse. They appeared to believe in community education programmes and were committed and willing to support such initiatives. By the end of the project, participants were empowered to fight against child sexual abuse

Thesis (MEd. (Community and Continuing Education)) -- University of Limpopo, 2015 / The research was carried out in Capricorn College for FET. The main aim of this study was to identify the educational needs of Capricorn College for FET. This study attempted to answer the following research question:  What are the educational needs of Capricorn College for FET? This study was designed within a qualitative research paradigm using multiple-case studies. A document analysis, semi-structured interviews, observations were used to identify the educational needs of Capricorn College for FET. Semi-structured interviews allowed me to ask questions to participants while allowing the flexibility to probe further details. Semi-structured interviews helped me to have a broader view and clear understanding of educational needs that might exist in all campuses of Capricorn College for FET. Through observation educational needs of learners, educators and campus managers were noted. Findings of this study show that there are educational needs at the Capricorn College for FET such as; the lack of funding, lack of staffing, poor learner recruitment, poor infrastructural resources and poor quality of teaching and learning. Recommendations were made for educators in the three campuses to be trained so that they can acquire knowledge about teaching methodologies. More funding should be provided to the college to enhance the smooth running of the college. The college should be equipped with resources that are required for teaching and learning. More learners should be able to study and equipped with relevant skills for job market. Capricorn College for FET should use recruitment strategies that may benefit almost learners in the country. The Department of Higher Education and Training should make sure that Capricorn College for FET be provided with necessary and enough infrastructural resources. Teaching and learning materials should be supplied to this institution and on time. In that way it will enhance the effective teaching and learning at the college.

Thesis (MEd. (Adult Education)) --University of Limpopo, 2014 / This mini-dissertation is about educational challenges facing grade twelve (12) young adult prisoners at Kutama-Sinthumule Correctional Centre. It is a study of grade twelve (12) learners. The aim of the study is to get an insight into educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. This study has attempted to contribute towards solutions to educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. The management of Kutama-Sinthumule and the Department of Correctional Services were made aware of the problems that young adult prisoners face while doing grade twelve (12) in that prison. In order to achieve the aims outlined above, I formulated the following main research question: What are the educational challenges facing grade twelve (12) young adult Prisoners at Kutama-Sinthumule Correctional Centre? I tried to answer the question outlined above by undertaking an explorative study which has elements of needs assessment and case study. I have decided to undertake an explorative study because very little is known about educational challenges facing prisoners prior to this research. Since the study has elements of needs assessment, the situation of grade twelve (12) young adult prisoners and values of an education system with desired outcomes was looked against. The needs are stated by grade twelve (12) learners; their educators; their facilitators; and the coordinator of the programme in relation to the system. I have decided to select grade twelve (12) learners at Kutama-Sinthumule Correctional Centre as my case. There are other educational programmes at Kutama-Sinthumule Correctional Centre, but I have decided to concentrate on a grade twelve programme. I have decided to undertake a case study because a case study promotes a better understanding of a practice or issue and facilitates informed decision making. Chapter two outlines the theoretical framework of the study. I began chapter two by defining important concepts. The concepts such as Prisoner; Prison; and Young Adult are defined thoroughly. I formulated assumptions about what could be educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. I read documents and conducted exploratory interviews with grade twelve learners, educators and other role players at Kutama-Sinthumule, hence I identified the following educational challenges facing grade twelve (12) learners at the Correctional Centre: lack of access to the internet; lack of resources; lack of motivation; communicating in the medium of instruction; shortage of better trained staff; overcrowded classrooms; insufficient study time; duration of the programme; shortage of staff; and insufficient time allocated to lessons. In chapter three, I describe the design of the study. The main focus of this chapter was to discuss the two routes of data collection. The first route had to do with reviewing relevant documents from the Department of Correctional Services and operational policies and procedures at Kutama-Sinthumule Correctional Centre. The second route has to do with the data that has been collected in the field using different data collection instruments. How data has been analyzed using a data matrix is also shown in this chapter. The chapter concludes by presenting ethical considerations. Chapter four begins by highlighting the setting of the study. It goes on to describe the town of Louis Trichardt where Kutama-Sinthumule Correctional Centre is situated. It further gives a brief history of the town. The Climate, Geography, Demography, Population, Key Statistics, Name change, and Economy are outlined in this chapter. This chapter also presents the findings of the study. I have also outlined in detail the views of the interviewees in relation to the critical factors of this study. A description of subjects offered for this grade twelve programme is done in this chapter. The chapter concludes by discussing the findings of this study. Chapter five presents the final recommendations, conclusion, and reflections of this study. This chapter harmonizes information from all the previous chapters in discussing educational challenges facing grade twelve (12) young adult prisoners at Kutama-Sinthumule Correctional Centre. The chapter also suggests possible solutions to these educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. The chapter concludes by making recommendations for furtherstudy, as education and its related challenges in the prisons seems to be under-researched, particularly for grade twelve (12) young adult learners.

The teaching and learning of Environmental Education as an integrated approach to education and training aims at a holistic modality. This requires a commitment by stakeholders to support formal and informal Environmental Education implementation. By means of descriptive qualitative and quantitative methods, I investigated local, national and global, past and present Environmental Education practices with a view to recommend criteria for a model for the integration of Environmental Education into the school curriculum of the Northern Province. The findings revealed that various countries have attempted to address the position and status of Environmental Education in the school curriculum. The one subject approach and a cross-curriculum approach emerge consistently as the options adopted. Neither of the two approaches are cited as completely successful. The integrated nature of Environmental Education issues are countered by country systemic constraints, for example the political climate, among other things. Other impediments to implementing Environmental Education are policy makers' lack of knowledge and negative attitudes, lack of resources, curriculum design deficiencies, inadequate pre-service and in-service teacher training and misconceptions about Environmental Education. The history, principles and the peculiarities of Environmental Education, the lessons learnt from other countries and the empirical investigation in the Northern Province give indicators that form the basis of the model recommended by this research. In view of the findings the recommendation is made that Environmental Education be integrated into the school curriculum of the Northern Province for General Education and Training and Further Education and Training for all school grades using a project approach, a discipline-specific thematic approach and as a discipline. / Educational Studies / D. Ed (Didactics)

The purpose of this study was to investigate the way in which OBE teacher training in the Northern Province is being managed, particularly in Region 4. The study also aimed to contribute in providing information about how the Provincial office of the Northern Province is managing OBE teacher training. The literature review covered both materials in the Provincial, National and other countries. The study's research methodology was qualitative, which includes interviews, observation and case study based. Interviews were scheduled with Provincial, Regional, District Dept officials, Educators and Principals. The study has revealed that Region 4 cannot manage the implementation of OBE teacher training properly and effectively due to constrains such as lack of transport, insufficient training for trainer facilitators and educators, et cetera. / Educational Studies / M.Ed. (Education Management)

Thesis (Ph. D. (Language and Education)) -- University of Limpopo, 2014 / This research study dealt with specific aspects relating to attitudes of intermediate phase learners, educators, and SGB members towards Xitsonga as medium of learning and teaching in Limpopo. The statement of the study’s problem was articulated against clearly defined contexts. As a foundational slab for the study, the thesis deemed it fit and necessary to give the background to the problem on attitudes in general and language attitude in particular. When the foundation had been laid, the statement of the problem was clearly articulated so as to open a curtain on the niche and the exact problem the thesis sought to investigate. The aim of the study was derived from the title, finetuned in the niche and focused on clearly defined objectives which informed the research lanes the whole project operated in. The significance of the research project was not a stand alone entity, but spoke to the aim and objectives. The police officer of the thesis was the theoretical framework. It directed the process by means of indicating that mother-tongue education as an ideal practice should also be considered for the post foundation phase studies also in South Africa. On its wings, was the behaviourist theory. Unlike its counterpart the mentalist theory, the former was a vehicle through which the study elicited valuable data by observing the behaviour of the target subjects in the Mopani District. Without a well-indicated scope of the study, the investigation would had been too general to address a specific niche. The distinct niche of the thesis was further uncovered and demonstrated by the evaluation of literature survey of various studies on language attitudes in the country as well as the world over. The search design of the study was also a context against which the qualitative approach was used for data gathering instruments, and sampling process. The ethical considerations were clearly outlined and applied accordingly prior and during the data collection process. The thesis would had been incomplete if relevant and up to date literature review was not done. In order to contextualise the thrust of language attitudes among the target research respondents, Chapter Two provided a brief but inclusive overview of (vi) historical data. The data were evaluated against language attitude theories, home language instruction principles, attitudes towards a sample of three dominant Limpopo official languages (that is, Xitsonga, Sepedi and Tshivenḓa), completed research studies that focused on language attitudes, language policy matters and curricula development and implications from the first post apartheid Curriculum 2005 up to the current Curriculum and Assessment Policy Statement (CAPS). The review or survey ended up with a critical evaluation of the concept of multilingualism in South African schools against language attitudes, four periods of language policy in the RSA, as well as the language phenomenon from divine creation to date. Before the fieldwork was undertaken, description was made in some detail on how the research data were collected, possible limitations to the research exercise were spelt out, coupled with counter-measures taken to ensure reliability, validity and objectivity in collecting data, and how analysis and interpretation of research data were actualised. The analysis and interpretation of the research data elicited from learners, teachers, and SGB members yielded almost similar results. The majority of all the respondents across the Mopani District (an average of 80%), displayed very strong negative attitudes towards mother-tongue instruction at Intermediate Phase level. Though learners and teachers had challenges with the use of the source language in class, they still did not favour the target language medium. Only 20% of their counterparts favoured the mother-tongue medium. The volunteer system in the composition of parent component of the SGB members was discovered by the study to be a serious challenge. This challenge does not assist the institutions they are governing to be what they should be. Almost 100% of them exposed themselves through the research tool used that they were not performing the core duties they were expected to perform save signing cheques and solving petty disputes. In conclusion, relevant and appropriate recommendations were made to affected stakeholders. They were addressed mainly to: communities, managers, teachers, government, community leaders, academics, researchers and writers on ways and means of addressing the deep-seated negative attitudes towards Xitsonga as a medium of instruction at Intermediate Phase level of the Mopani District.

MCur / Department of Advanced Nursing Science

Department of Curriculum Studies and Education Management / DEd