PhD (Psychology) / Department of Psychology / The aim of the study was to develop a conceptualized model that will enhance language acquisition of children between 0 and 3 years. Language is a use of words and symbol to convey message, or communication. Generally, from birth to the age of four months children express their needs through crying and are soothed by the sound of voices or by low rhythmic sounds. When adults talk to children, children later imitate adult’s tongue movements and start to make sounds, coos and gurgles. Providing children with developmental stimulation and exposing them to learning opportunities increases their cognitive and social-emotional skills/abilities. Strategies to enhance language development are fundamental in children and can reduce many literacy related problems in later childhood. The objectives of the study are: to describe activities done by caregivers to influence language development; to identify factors that influence language development; to describe the importance of language development and to explain the disorders that are associated with language development. This study was qualitative in nature and it utilised an explorative design. This research design enabled the researcher to investigate the nature of acquisition comprehensively as well as the development of language and other factors that are related to it. The study was conducted at Vhembe District Municipality. Three villages were selected, namely Tshikuwi, Tshirolwe and HaMatsa villages, which are found in Makhado Municipality under Limpopo Province, South Africa. Purposive sampling was used to sample participants for the study. The individuals selected were those judged to have certain special characteristics as well as the ability to provide in-depth information for the purpose of the study. Thirty participants were selected to participate in the study. The semi-structured face to face interview and the interview guide with open-ended questions were used for data collection. Pre-testing of the interview guide was done to check if the guide would produce the expected results, three women from three different villages were selected for pretesting. All questions in the interview guide were addressed during data collection. Collected data were transcribed and analysed using thematic content analysis. The study adhered to the following research ethics: informed consent, anonymity, confidentiality, voluntary participation, no harm to the participants and dissemination of results. The study revealed that language is an important tool which is used to convey information from one person to the other. The findings indicate that language helps children to communicate and relate with other people. Language was also explained as a tool which is used to educate children, either at school or at home. The study shows that when children are learning language, they will also be stimulating their reasoning, thinking and problem-solving skills. In addition, it was also indicated that cognitive development reduces problems such as poor language development, a low self-esteem and isolation. The findings of this study show that there are a number of activities that can be used by caregivers and parents to foster the development of language in children. Those activities include, communicating with a child, reading of books, watching TV, naming of objects and explaining meaning of words. The study also identified several environmental factors that can be used to foster the development of language in children. The following environmental factors were identified in the study: communication, parental level of education, home socioeconomic status, caregiver’s personality and the availability of other children in the family. Lastly, the findings show that there are many disorders that may affect the development of language in children. The language disorders that the study identified include expressive language disorder, dyslexia, and inability to understand spoken. However, the study also reveals that these disorders may be treated. The findings of this study lead to the development of a conceptualized model to facilitate language acquisition in children between 0 and 3 years was developed. The meaning of one concept, namely reinforcement was explained in detail, in order for users of the model to understand its operational definition in the model. Reinforcement was explained because it has a diversity of meanings. The model enabled the researcher to create a link between research and what is happening in a society. Model validation was done to verify if the developed model relates to practical life, research and language development. The model for this study was validated for its applicability and usability. The drafted model was given to psychologists, speech therapists and parent to determine its usability and applicability. Keywords: language, language acquisition, language development model, language disorders. / NRF

Rural primary schools have got an immense role to play regarding the educational foundation for the subsequent phases of schooling. In ensuring that an extremely solid foundation is laid. the creation and maintenance of a positive culture of teaching and learning becomes extremely very important in this category of schools. It is the primary task of the primary school principal to ensure that quality teaching and learning is taking place in her/his school. I Iowever, in ensuring that a positive culture of teaching and learning becomes a reality in their schools, principals cannot work in isolation but, in collaboration with other potential stakeholders. A variety of factors like good management on the part of principals to good commitment and involvement on the part of other stakeholders like educators, learners, parents. community, business people and the government. lead to teaching and learning of a very high and acceptable standard. The purpose of this research project was to investigate how principals of rural primary schools create and maintain a culture of teaching and learning. The outcomes of this investigation could assist rural primary school principals in their attempts towards ensuring a positive culture of teaching and learning. The outcomes could also assist other stakeholders as to how best can they assist rural primary school principals in making schools centers for a positive culture of teaching and learning. The methodology of research for this investigation is quantitative. The questionnaire was used as a tool for empirical data collection. This research project has revealed several mechanisms that arc utilized by rural primary school principals in creating and maintain a culture ofteaching and learning. It also emerged from thi s study that in creating and maintaining COLT in schools, rural primary school principals encounter some problems that need the undivided attention of every education stakeholder. / Educational Leadership and Management / M. Ed. (Education Management)

Rural primary schools have got an immense role to play regarding the educational foundation for the subsequent phases of schooling. In ensuring that an extremely solid foundation is laid. the creation and maintenance of a positive culture of teaching and learning becomes extremely very important in this category of schools. It is the primary task of the primary school principal to ensure that quality teaching and learning is taking place in her/his school. I Iowever, in ensuring that a positive culture of teaching and learning becomes a reality in their schools, principals cannot work in isolation but, in collaboration with other potential stakeholders. A variety of factors like good management on the part of principals to good commitment and involvement on the part of other stakeholders like educators, learners, parents. community, business people and the government. lead to teaching and learning of a very high and acceptable standard. The purpose of this research project was to investigate how principals of rural primary schools create and maintain a culture of teaching and learning. The outcomes of this investigation could assist rural primary school principals in their attempts towards ensuring a positive culture of teaching and learning. The outcomes could also assist other stakeholders as to how best can they assist rural primary school principals in making schools centers for a positive culture of teaching and learning. The methodology of research for this investigation is quantitative. The questionnaire was used as a tool for empirical data collection. This research project has revealed several mechanisms that arc utilized by rural primary school principals in creating and maintain a culture ofteaching and learning. It also emerged from thi s study that in creating and maintaining COLT in schools, rural primary school principals encounter some problems that need the undivided attention of every education stakeholder. / Educational Leadership and Management / M. Ed. (Education Management)

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

Thesis (M.Ed. (Adult Education)) -- University of Limpopo, 2017 / This study highlights the importance of effective curriculum implementation at a Public Adult Learning Centre in a rural community in Limpopo Province. The purpose of the study was to explore the curriculum implementation facing Mbetana Public Adult Learning Centre (MPALC) with the view to recommend appropriate strategies to improve the centre’s curriculum implementation capabilities. Since the study was premised on the interpretivist paradigm, a qualitative research approach was employed to give a detailed account of the curriculum implementation challenges from the perspective of people with lived experiences of MPALC’s curriculum implementation dynamics. The participants which include six learners, the Centre Manager and two facilitators, were chosen using the purposive sampling method. Purposive sampling was preferred because it gave the researcher an opportunity to target participants deemed to possess authentic accounts of MPALC’s curriculum implementation dynamics. Multiple data sources inclusive of silent observations, semi-structured interviews and document analysis were used to gather data. The study found out that the acute shortage of textbooks and stationery, absence of fit-for purpose learning infrastructure, low employee morale due to poor working conditions, inappropriate teaching methods, and the insensitive use of the English language regardless of the learners being predominantly Tsonga speaking people are some of the challenges that hampered the effective implementation of the curriculum guidelines at MPALC. The study recommends that the Department of Higher Education and Training (DHET) should partner with private companies through the public-private partnership frameworks with the view to improve the MPALC’s operating and financial leverage

DEd (Educational Management) / Department of Educational Management / The study aims to compare the role of the principal in implementing the culture of learning, teaching and service (COLTS) in the effective, ineffective and schools experiencing fluctuating NSC results for the past five years. The study explores why secondary schools located within the same socio-economic environment, with the same resources, uniformly funded and controlled by the same government and ultimately there are commitment variation, hence effective schools, ineffective schools and schools with fluctuating results. Therefore, in an attempt to attempt to answer the main research question for this thesis: What role should be played by the secondary school principals in implementing the culture of learning, teaching and service? Other identified sub-questions were raised. Furthermore, a review of relevant literature was conducted and uncovered what makes a good and good school leadership, management and provision of quality service on international scale, that is, in developed, developing and under-developed countries. The Situational Leadership Theory (SLT) of Hersey and Blanchard was regarded as the most suitable theory since the theory proposes that individuals can change their leadership style (behaviour) depending on the situation and the readiness of the followers. Mopani District consists of 24 circuits and 6 circuits were purposively sampled and data was collected from these 6 circuits which have effective, ineffective and secondary schools experiencing fluctuating NSC results for the past five years. Quantitatively, a total number of 38 secondary school principals as key-informants subjects were given a questionnaire to respond on the set questions which was later analysed through the SPSS version 17.1 programme and empirical deduction was made. Additionally, qualitative method of data collection was used on 20 participants, on-site observation and document analysis. The researcher utilised the focus group (semi-structured) interview on 7 secondary school principals and 7 SGB members and one-on-one semi-structured interview on 3 Curriculum advisors and 3 Governance officers in order to gather rich qualitative data. The principle of anonymity was utilised on which codes were used in order to conceal the identity of the participants so that they could participate freely in data collection. The researcher analysed data collected from focus group interview and visited vi schools (on-site observation) of the principals who participated in the interview in order to verify the authenticity of data and also checked school records to validate collected data. All the collected qualitative data (from interviews) and confirmed through site-observation and school records. Collected data was analysed and themes were developed linked to the objectives of the study. A number of findings emanated from this study. The principals were found to be the final authority and accounting officer for the school on which teaching, learning and service is the primary duty. The study revealed that the principals play a substantial impact for the implementation of the culture of learning, teaching and service. The study recommends that principals must ensure that planning, monitoring and support of teaching and learning must be a priority duty of the principal. Furthermore, basic policies that are necessary for the school to be effective must be compulsory to all schools and the DBE must ensure that its implementation is strictly monitored, for instance school starting and departure time and school uniform. The researcher developed a model which contributes to the new body of knowledge which emphasises the support from different stake-holders that can contribute extensively towards the implementation of the culture of learning, teaching and service in schools. / NRF

This study is a systematic, objective investigation of educator empowerment, where the researcher explores the perspective of ABET educators. This study is presented against the backdrop of striking a balance between the conventional curriculum and Curriculum 2005 (OBE) because they exhibit a variety of challenges, anomalies and imbalances which led to the Revised National Curriculum Statements which will be implemented in 2006. It is informed by the fact that educators, if empowered, form an integral and central feature of changes in educational centres, especially in teaching adult learners to be able to assist their school-leaving children so as to improve provincial matric results, for example. The researcher focused on educators of ABET in Limpopo Province as the unit of analysis in this study. Interactive, cooperative, peer teaching, dialogic meditation, group and team teaching, constructivism and human resource development, reflective and multi-level approaches, are discussed with a particular focus on educator empowerment, including in-service training programmes. The researcher regards ”church settings” (her term) as inappropriate for effective teaching as they reduce educators to preachers and learners to congregants. This occurred as a result of the failure to recognise the importance of educator-learner, learner-learner and educator-educator interaction in the past curriculum. The study argues that the approaches mentioned are appropriate for this study. Educator empowerment is a lived-in and continuous process, monitoring and evaluating of in-service training to ensure quality. It was therefore necessary to develop a research design that would make it possible to enable educators to implement the new curriculum. Qualitative research is based on an in-depth inquiry which captures an educator's personal perspectives and experiences. Focus groups and in-depth interviews, which exemplify qualitative methods, were seen to be the best research tools in gathering the data for this study. The respondents, were UNISA ABET certificate students, and also professional educators at formal schools. They showed zeal in improving the educational situation. Their responses led to the model which has been developed in the thesis, culminating in uplifting the teaching profession and handling its multi-level led dynamic in an interactive and cooperative manner and reflecting in their experiences so that purposes of the National Qualifications Framework can be attained. / Educational Studies / D.Ed. (Didactics)

This study is a systematic, objective investigation of educator empowerment, where the researcher explores the perspective of ABET educators. This study is presented against the backdrop of striking a balance between the conventional curriculum and Curriculum 2005 (OBE) because they exhibit a variety of challenges, anomalies and imbalances which led to the Revised National Curriculum Statements which will be implemented in 2006. It is informed by the fact that educators, if empowered, form an integral and central feature of changes in educational centres, especially in teaching adult learners to be able to assist their school-leaving children so as to improve provincial matric results, for example. The researcher focused on educators of ABET in Limpopo Province as the unit of analysis in this study. Interactive, cooperative, peer teaching, dialogic meditation, group and team teaching, constructivism and human resource development, reflective and multi-level approaches, are discussed with a particular focus on educator empowerment, including in-service training programmes. The researcher regards ”church settings” (her term) as inappropriate for effective teaching as they reduce educators to preachers and learners to congregants. This occurred as a result of the failure to recognise the importance of educator-learner, learner-learner and educator-educator interaction in the past curriculum. The study argues that the approaches mentioned are appropriate for this study. Educator empowerment is a lived-in and continuous process, monitoring and evaluating of in-service training to ensure quality. It was therefore necessary to develop a research design that would make it possible to enable educators to implement the new curriculum. Qualitative research is based on an in-depth inquiry which captures an educator's personal perspectives and experiences. Focus groups and in-depth interviews, which exemplify qualitative methods, were seen to be the best research tools in gathering the data for this study. The respondents, were UNISA ABET certificate students, and also professional educators at formal schools. They showed zeal in improving the educational situation. Their responses led to the model which has been developed in the thesis, culminating in uplifting the teaching profession and handling its multi-level led dynamic in an interactive and cooperative manner and reflecting in their experiences so that purposes of the National Qualifications Framework can be attained. / Educational Studies / D.Ed. (Didactics)