Text in English, with abstracts and keywords in English and Sesotho / This doctoral study investigates the practice of narrative strategies in the creation of animated poetry-film. The status of the animator as auteur of the poetry-film is established on the grounds of the multiple instances of additional authoring that the animated poetry-film requires. The study hypothesises that diverse narrative strategies are operative in the production of animated poetry-film. Two diametrically opposed strategies are identified as ideal for the treatment of lyrical narrative. The first narrative strategy explored is that of metamorphosis, demonstrating how the filmic material originates and grows organically via stream of consciousness and free association. The second narrative strategy entails a calculated approach of structuring visual imagery and meaning through editing from a pre-existing visual lexicon. In both cases, the interdependence is explored between embodied activity and conceptual activity, between tacit and explicit knowledge in the creative act. These two strategies are practically investigated through my creative praxis, specifically the production of two animated poetry-films, Mon Pays and Parys suite. Through these works, the strategies are tested for their effectivity in communicating visual content not contained in the poetry-text, yet adding value to the poetry/animated film hybrid. Animated poetry-film is theoretically contextualised in terms of intermediality and the specific multi-modal nature of the medium. The construction of animated poetry-film is explored through the research study consisting of a thesis and two animated poetry films, with the hope of contributing to research on animated poetry-film specifically, and to animation theory within the South African context. / Dinyakišišo tše tša bongaka di nyakišiša tiro ya mekgwa ya kanagelo ge go hlangwe difilimi tša go ekišwa ke diphoofolo. Maemo a moekiši wa diphoofolo bjalo ka molaodi wa filimi ya theto a hwetšwa go seemo sa mabaka a mantši a go ngwala ka tlaleletšo fao go nyakwago ke filimi ya theto ya go ekišwa ke diphoofolo. Dinyakišišo tše di šišinya gore mekgwa ya kanegelo ye e fapafapanego e a šomišwa ka go tšweletšo ya filimi ya go ekišwa ke diphoofolo. Mekgwa ye mebedi ye e thulanago e a hlaolwa bjalo ka yeo e swanetšego go šomišwa go kanegelo ya mantšu. Leano la mathomo la kanegelo leo le utollotšwego ke la kgolo ya diphoofolo, leo le laetšago ka fao dingwalwa tša filimi di tšwelelago le go gola ka tlhago ka tatelano ka sengwalwa seo se ngwadilwego ka moela wa kwešišo le poledišano ya go hloka mapheko. Leano la bobedi la klanegelo le mabapi le mokgwa wo o nepišitšwego gabotse wa go beakanya seswantšho sa go bonwa le tlhalošo ka go rulaganya go tšwa go polelo ya peleng ya seo se bonwago. Mabakeng ka bobedi, go amana fa go utollwa magareng ga tiro ye e kopantšwego le tiro ye e gopolwago, magareng ga tsebo ye e kwešišwago le yeo e lego nyanyeng ka tirong ya boitlhamelo. Mekgwa ye mebedi ye e a nyakišišwa ka go diriša mokgwa wa ka wa boitlhamelo, kudukudu go tšweletšwa ga difilimi tše pedi tša go ekišwa ke diphoofolo tšeo di bitšwago, Mon Pays le Parys suite. Ka mešomo ye, mekgwa ye e lekwa ka ga go šoma gabotse ga yona gabotse go hlagiša diteng tša go bonwa tšeo di sego gona ka gare ga Sengwalwa sa theto, le ge go le bjale e tsenya boleng go mohuta wa filimi ya theto/ya kekišo. Filimi ya theto ya go ekišwa ke diphoofolo e amantšhwa ka teori mabapi le kgokaganyo le sebopego sa yona sa mekgwa ye mentši ya polelo. Tlhamo ya filimi ya theto ya go ekišwa ke diphoofolo e utollwa ka dinyakišišo tšeo di nago le taodišo le difilimi tše pedi tša theto tša go ekišwa ke diphoofolo, ka kholofelo ya go tsenya letsogo go dinyakišišo mabapi le filimi ya theto ya go ekišwa ke diphoofolo kudukudu, le go teori ya kekišo ka gare ga seemo sa Afrika Borwa. / Art and Music / Ph. D. (Art)

Abstract in English, Tswana and Xitsonga / Education officers based at science centres and museums play a significant role in teaching the visiting learners science. However, little is known about their teaching practices at these centres. The purpose of this study was to investigate the teaching practices of education officers when teaching science in a science centre environment. The focus of this study was on the education officers’ knowledge and instructional strategies used in teaching science at a science centre in Pretoria, Gauteng province. A qualitative case study approach was used. Data was collected from the three participating education officers using semi-structured interviews and observations. Data was analysed separately from each case using education officers’ knowledge framework guidance. The findings from this study indicate that although education officers have shown an adequate content knowledge in teaching science at the science centre their teaching method was teacher-centred and non-interactive and show-and-tell strategies were more common amongst the education officers. The study also revealed that education officers did not use their resources/exhibits effectively in teaching science. It is recommended in this study that intensive training of education officers is required before they can interact with the visiting learners. / Baokamedi ba thuto ba kwa mafelong a maranyane le dimusiamo ba tshameka karolo e e botlhokwa mo go ruteng barutwana ba ba etileng dithuto tsa maranyane. Mme goitsiwe go le gonnye ka mekgwa e ba e dirisang kwa mafelong a. Morero wa thuto e ne e le go tlhatlhoba mekgwa ya baokamedi ba thuto fa ba ruta dithuto tsa maranyane mo tikologong ya lefelo la maranyane. Ntlhakgolo ya thuto e e ne e lebile kitso le mekgwa e e dirisiwang mo go ruteng maranyane mo lefelong la maranyane kwa Pretoria, porofensing ya Gauteng. Mokgwa wa boleng ba kgetsi thuta o dirisitswe. Tshedimosetso e tserwe mo baokameding ba thuto ba bararo ba ba neng ba tsere karolo ka mokgwa wa dipotsolotso tsa seka-kago le tebelelo. Tshedimosetso e tlhatlhobilwe kgetsi le kgetsi go dirisiwa kgakololo ya lenaneo la kitso ya baokamedi ba thuto. Dipitlhelelo tsa thuto e di supa gore le ga baokamedi ba thuto ba bontsha kitso e e lekaneng mo go ruteng maranyane kwa lefelong la dithuto tsa maranyane mekgwa ya bone ya go ruta e ne e lebagane bone gape e sena kamano mo go dimo ga moo mekgwa ya go buwa le go bontsha e ne e le tlwaelo gareng ga baokamedi ba thuto. Thuto e bontshitse gape gore baokamedi ba thuto ba ne ba sa dirisi didiriswa ka natlafalo mo go ruteng maranyane. Kgakololo go tswa mo thutong eno ke gore baokamedi ba thuto ba tlhoka katiso e e utlwalang pele ba ka kopana le baithuti ba ba etang. / Vadyondzisi lava kumekaka eka ndhawu ya science na museum va tlanga xiphemu xa nkoka swinene eku dyondziseni ka vadyondzi lava va endzelaka ndhawu leyi. Hambi swiri tano, i swi ntsongo leswi tivekaka hi madyondziselo ya science eka ndhawu leyi. Xikongomelo nkulu xa dyondzo leyi akuri ku lavisisa tindlela ta madyondziselo ya vadyondzisi loko va dyondzisa tidyondzo ta science endhawini leyi ya tidyondzo science. Dyondzo leyi ayi kongomisiwile eka vutivi na tindlela leti vadyondzisi va letelaka ha kona vadyondzi edhawini leyi ya science ePitori, eka Xifundzha nkulu xa Gauteng. Maendlelo ya qualitative case study ya tirhisiwile eka vulavisisi lebyi. Vuxokoxoko byi hlengeletiwile ku sukela eka vadyodzisi vanharhu va science hi ndlela ya mbulavurisano na vulangutisisi bya vukheta swinene. Vuxokoxoko lebyi byi hleriwile hi ku hambana hambana hi kuya hi vutivi bya vadyondzisi lava vanharhu. Hambi leswi vadyondzisi lava va nga kombisa vutivi byo ringanela no twisisa tidyondzo ta science eka ndhawu leyi, swi kumekile leswaku madyodziselo ya vona aya pfumeleli vadyondzi ku va teka xiphemu eku tirhiseni ka swikombiso na switirhisiwa swo pfuneta ku twisisa tidyondyo ta science. Vadyondzisi a va tirhisa ndlela yo vulavula no komba switithisiwa na swikombiso swo pfuneta tidyondzo leti ehandle ko pfumelela vana ku tirhisa swilo leswi swa science. Ku yisa emahlweni, swi kumekile leswaku vadyondzisi a va tirhisi switirhisiwa kumbe swikombiso swo va pfuneta eka dyondzo ya science hi ku hetiseka. Hi ku landzelela dyondzo leyi, ku tsundzuxiwa leswaku vadyondzisi va kuma dyondzo yo enta no enela ku suka eka va vutivi byo antswa va nga si nyikiwa mpfumelelo wo dyondzisa vana tidyondzo ta science. / Science and Technology Education / M. Ed. (Specialisation in Natural Science Education)

Abstract in English, Sepedi and Sesotho / In this thesis, the researcher used an explanatory sequential mixed methods research design to investigate the role of English academic vocabulary on reading comprehension of grade 11 English First Additional Language (EFAL) learners in the Free State province, Fezile Dabi district in South Africa. The current study is an attempt to determine whether the breadth and depth of vocabulary knowledge have a bearing on grade 11 EFAL learners' reading comprehension, and to examine which one of these variables, that is, breadth or depth of vocabulary knowledge, makes a more important contribution to reading comprehension. It also attempts to investigate the Vocabulary Learning Strategies (VLS) used by grade 11 EFAL learners. For the non-experimental quantitative study, the participants of the study were thirty EFAL learners who were chosen based on available sampling. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge (Section A and Section B) and a reading comprehension were administered to all participants. To achieve its aim 1, two independent variables namely, the Vocabulary Levels Test (VLT) which measures vocabulary breadth and Word Associate Test (WAT) which measures vocabulary depth were used. Then, the dependent variable was the reading comprehension test in which the participants were asked to read the passages and answer some multiple choice questions. Pearson product-moment correlations and multiple regression were chosen as the dominant techniques for the statistical analyses. The results obtained from the analysis of the data indicated that while both depth and breadth of vocabulary knowledge play an important role in EFAL learners' reading comprehension performance, depth of vocabulary knowledge makes a more important contribution. The results further revealed that depth and breadth of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. Then, the findings from the qualitative study based on the data collected through eight focus group discussion participants about the VLS used by grade 11 EFAL learners, highlight that it is important to explore and broaden learners’ vocabulary learning strategic knowledge. Also, results reflect that learners can take control of their own vocabulary learning as long the teachers train and then offer them opportunities to learn and practice the strategies.The qualitative data for this study was analysed using the content analysis method. / Nyakisiso ye e tserwe ka mekgwa ye mentshi ye e hlakantshitsweng lebaka e le go nyakishisha ka karolo yeo polelo ya Sepediya poleloya tlatselletso e ralokang karolo dithutong tsa polelo ya go bala taodiso mphatong wa lesometee (11) polelong go bana kua porofenseng ya Foreistata e bitswang Fezile Dabi, districting (lefapheng) gona mo Aforika Borwa. Gonabjalo dithuto di ipontsha go ikemisetsa go tseba ka bophara le bogolo ba tsebo ka polelo ya sepedi ka seo e leng sona Mphatong wa le sometee (11), polelong ya tlatselletso ya bana ba mphato wa lesometee ka go bala ga taodisho. Go nyakega di nyakisiso ka mekgwa yeo oka e berekisang ke bana ba Mphato wa lesometee polelong ya tlatselletso. Go thuto yeo e tiilego batseakarolo ba masome a mararo (30) ba polelo ya tletselletso e leng bana ba sekolo bao ba kgethilweng ka mokgwa wa dinyakisiso tse di ntshitswego. Go humana palo ya mannete, dihlahlobo tse pedi (2) tseo ditlago go lekanetsa bogolo le bophara ba tsebo ya go bolela le go bala taodisho e filwe batseakarolo kamoka. Go humana maikemisetso a pele (1). Tseo di ikemetsego di bolelwe, le hlahlobo ya polelo ya mantswe eo e lekanyetsago polelo ka bophara e berekishitswe. Seo se ikemetsego e be ele go bala teko ya taodiso ye batseakarolo ba kgopetsweng go bala ditemana le go araba dipotsiso tse mmalwa tseo dikgethilweng. Dipoelo tseo di humanwego gotswa go dipalo tsa tseo ditserweng ka bophara le go bolela ga polelo kapa yona tsebo ya polelo yeo e ralokileng karolo e bohlokwa go polelo ya tlatselletso go baithuti ka go bala taodiso yeo e tsereng karolo ka bophara kapa bogolo ba tsebo ya polelo e dira gore go be bohlokwa gotseyeng karolo. Dipoelo go tswela pele di bontsha bogolo le bophora ka tsebo polelo di ya kopana di ya tsamaisana nang ka tsela ya maleba, Baithuti ba palo ya godimo bao ba nang le tsebo ya polelo yeo e tibileng ka mantswe le bona baya amega. Gotswa go dinyakisiso tseo di fitisisago go humanwe gore dipalopalo go tswa go dihlopa tse sesawi tseo kapa bao batsereng karolo ka mekgwa ya nyakisiso kapa tsebo ya polelo yeo e berekisitswego go bana ba Mphato wa bo lesometee (11) polelong ya tlatselletso e hlagisa gore go bohlokwa gore bogolo ba baithuti bainyakisisetse ka tsebo ya mekgwa ya polelo. Dipoelo di bontsha thuto ya polelo go barutegi bao barutiwago ba filwe monyetla wa go ithuta le go tsea karolo go mekgwa ya go ithuta e fapaneng. / Mokgwa ona o tswakilweng wa ho hlahloba karolo ya puo ya Senyesemane ka ho bala kutlwisiso ya diithuti tsa Sekolo sa Pele sa Puo ea Senyesemane sa Pele (EFAL) seprofinseng sa Free State seterekeng sa Fezile Dabi, Arika Borwa. Phuputso ya morao tjena ke boiteko ba ho bona hore na bophara le botebo ba tsebo wa mantswe di na le sebopeho sa ho bala sekolo sa EFAL, mme ho hlahloba e nngwe ya mefuta ena, ke hore, bophara kapa botebo ba tsebo ya mantswe, e etsa monehelo wa bohlokwa haholwanyane ho bala kutlwisiso. E boetse e leka ho batlisisa mekgwa ya ho ithuta ya mantswe (VLT) e sebediswang ke barutwana ba 11 EFAL. Bakeng sa dipatlisiso tse ngata, barupeluwa ba thuto ba ne ba e-na le diithuti tse mashome a mararo tsa EFAL tse kgethilweng di thehilwe ho sampole e fumanehang. Ho bokella boitsebiso bo nepahetseng, diteko tse pedi tse lekanyang le bophara ba tsebo ya mantswe (Karolo ya A le Section B) mme kutlwisiso ya ho bala e ne e tsamaiswa ho bohle ba barupeluwa. Ho finyella sepheo sa yona 1, mefuta e mmedi e ikemetseng, e leng. Tlhahlobo ya disebediswatsa vocabulary (VLT) e lekanyang tekanyao ya mantswe le Testing (WAT) e lekanyang e tibeleng ya mantswe e sebedisitsweng. Jwale, moelelo o itshetlehile ka ho bala teko ya kutlwisiso eo barupeluwa ba ileng ba koptjoa hore ba bale dipatlisiso le ho araba dipotso tse ngata. Diphello tse fumanweng ha ho hlahlojwa boitsebiso bo bontshiitse hore ho tseba hore boitsebiso bo bongata bo tebileng le bobopeho ba tsebo ya mantswe bo phetha karolo ya bohlokwa haholo. Diphello di ile tsa tswela pele ho senola hore tsebo le tsebo ya tsebo di tsamaisana hantle, ke hore, baithuti ba neng ba e-na le boholo ba di-vocabulary bana le tsebo e tebileng ya mantswe, hape. Jwale dithuto tse tswang thupelong ya boleng bo thehilweng boitsebisong ba dihlopha tse robedi tsa dipuisano tsa dihlopha tsa dipuisano ka sehlopha sa VLS se sebedisitsweng ka dihlopha tsa bo 11 ba EFAL di bontsha hore ke habohlokwa ho hlahloba le ho atolosa tsebo ya diithuti tsa ho ithuta tsebo. Hape, diphello di bontsha hore barupeluwa ba ka nka boikarabelo ba ho ithuta mantswe ha nako e telele matichere a ntse a kwetliswa mme jwale a ba fa menyetla ya ho ithuta le ho sebeisa manqheka. / Language Education, Arts and Culture / D. Phil. (Education)

Abstract in English with Afrikaans and SeSotho translations / Employee engagement is a phenomenon that has gained increasingly more attention in organisational communication studies and also in the postmodern organisational context. In the postmodern organisational environment, employee engagement focuses more on building relationships with employees than on individual performance. However, the value of internal communication practices to enhance employee engagement within a postmodern organisation has still not fully been explored. The study thus investigated, in accordance with what the literature suggests, a single case to test which internal communication practices are perceived as strengthening employee engagement within a postmodern organisation. Consequently, the study adopted a mixed method research approach utilising three research methods, namely a survey, a focus group and semi-structured interviews, to establish which internal communication practices the management of the organisation must adopt to strengthen employee engagement. The worldview adopted for this study was both the positivist and interpretivist research paradigms. Findings indicate that because the organisation’s employees’ views are heard, responded to and even form part of the solution, employees become more engaged. In addition, having too many internal communication tools and implementing them without a strategy in place can lead to employees becoming less engaged. Overall, the findings indicate that having a supportive management style, meeting employees’ needs and providing enough opportunities for employees to participate in problem-solving are deemed important for employee engagement. Interestingly, the findings show no correlation between the importance of establishing a good organisational culture and enhancing employee engagement in the organisation. Although the findings cannot be generalised to the larger population, the insight gained could serve as a heuristic for similar organisations to strengthen their employee engagement. / Werknemerbetrokkenheid is ’n verskynsel wat al hoe meer aandag kry in organisatoriese kommunikasiestudies en ook in die postmoderne organisatoriese konteks. In laasgenoemde konteks word daar meer met werknemerbetrokkenheid gefokus op die bou van verhoudings met werknemers as op individuele prestasie. Die waarde van interne kommunikasiepraktyke om werknemerbetrokkenheid binne ’n postmoderne organisasie te bevorder, is nog steeds nie ten volle ondersoek nie. Daar is dus in die studie, in ooreenstemming met wat die literatuur suggereer, ’n enkele gevallestudie ondersoek om te bepaal watter interne kommunikasiepraktyke beskou word as praktyke wat werknemerbetrokkenheid binne ’n postmoderne organisasie bevorder. Gevolglik is daar in die studie ’n gemengdemetode-navorsingsbenadering aangeneem wat drie navorsingsmetodes insluit, naamlik ’n opname, fokusgroep en semi-gestruktureerde onderhoude, met die doel om vas te stel watter interne kommunikasiepraktyke die bestuur van die organisasie moet aanneem om werknemerbetrokkenheid te bevorder. Die wêreldbeskouing wat vir hierdie studie aangeneem is, is sowel die positivistiese as vertolkende navorsingsparadigmas. Bevindinge dui daarop dat omrede die werknemers van die organisasie se sienings aangehoor word, daarop gereageer word en dit selfs deel van die oplossing uitmaak, werknemers meer betrokke raak. Daarbenewens kan te veel interne kommunikasie-middels en die implementering daarvan sonder ’n strategie daartoe lei dat werknemers minder betrokke raak. Oor die algemeen dui die bevindinge daarop dat ’n ondersteunende bestuurstyl, voldoening aan werknemers se behoeftes en die verskaffing van genoegsame geleenthede vir werknemers om aan probleemoplossing deel te neem, as belangrik geag word vir werknemerbetrokkenheid. Interessant genoeg wys die bevindinge geen korrelasie tussen die belangrikheid daarvan om ’n goeie organisatoriese kultuur te vestig en om werknemerbetrokkenheid in die organisasie te bevorder nie. Hoewel die bevindinge nie veralgemeen kan word om die groter bevolking in te sluit nie, kan die insig wat verkry word as ’n leerproses gebruik word vir soorgelyke organisasies om hulle werknemerbetrokkenheid te bevorder. / Bonkakarolo ba basebetsi ke ntho e hapileng tlhokomelo e eketsehileng dithutong tsa puisano tsa mekgatlo hape le maemong a morao-rao a mekgatlo. Tikolohong ya morao-rao ya mekgatlo, onkakarolo ba basebetsi bo shebana haholo le ho haha dikamano le basebetsi ho fapana le tshebetso ya motho ka mong. Leha ho le jwalo, boleng ba ditlwaelo tsa puisano tsa kahare ba ho ntlafatsa bonkakarolo ba basebetsi kahara mekgatlo ya morao-rao ha bo so ka bo hlahlojwa ka botlalo. Kahoo, phuputso e fupuditse ho latela seo dingodilweng di se supang, tlhahlobisiso e le nngwe ya ho lekola hore na ke mekgwa efe ya puisano ya kahare e nkuwang e matlafatsa bonkakarolo ba asebetsi kahara mokgatlo wa kamora nako ya morao-rao. Ka lebaka leo, phuputso e ile ya sebedisa mokgwa o tswakilweng wa dipatlisiso o sebedisang mekgwa e meraro ya dipatlisiso, e leng phuputso, sehlopha seo ho shebanweng le sona le dipuisano tse batlang di hlophisitswe hantle, ho sheba hore na ke mekgwa efe ya puisano ya kahare eo tsamaiso e lokelang ho e amohela ho matlafatsa bonkakarolo ba asebetsi. Maikutlo a lefatshe a amohetsweng phuputsong ena e ne e le a dipatlisiso a bontshang hore tlhokomelo le lebaka ke mekgwa ya kutlwisiso ya boitshwaro ba batho le a dipatlisiso tsa botoloki. Diphumano di bontsha hore hobane maikutlo a basebetsi ba mokgatlo a utluwa, a arabelwa ebile a etsa karolo ya tharollo, basebetsi ba kakgela ka setotswana le hofeta. Ntle le moo, ho ba le disebediswa tse ngata haholo tsa puisano tsa kahare le ho di kenya tshebetsong ntle le leano ho ka etsa hore basebetsi ba se ke ba sebetsa hantle. Ka kakaretso, diphumano di bontsha hore ho ba le mokgwa wa botsamaisi o tshehetsang, ho fihlela ditlhoko tsa basebetsi le ho fana ka menyetla e lekaneng ho basebetsi ya ho nka karolo tharollong ya mathata ho nkuwa ho le bohlokwa bakeng sa ho nka karolo ha basebetsi. Ho kgahlisang ke hore diphumano ha di bontshe kamano dipakeng tsa bohlokwa ba ho theha setso se hantle sa mokgatlo le ho matlafatsa bonkakarolo ba basebetsi mokgatlong. Leha diphumano e ke ke ya ba tse akaretsang ho batho ba bangata, temohisiso e fumanweng e ka sebetsa e le leano la mekgatlo e tshwanang ho matlafatsa bonkakarolo ba basebetsi ba yona. Mantswe a sehlooho: bonkakarolo ba basebetsi, puisano ya kahare, mekgwa ya puisano ya kahare, puisano ya mokgatlo, tshebediso e nang le sepheo ya puisano / Communication Science / M.A. (Communication Science)

Peat extraction for horticultural production poses a threat to wetland ecosystems. The rapid growth rate of the horticulture industry has prompted an ongoing search for sustainable alternative growth media components to replace peat. The alternative components need to provide properties (physical and chemical) similar to or better than peat and provide conditions that will enhance ideal growth and yield of potted plants. Potted Dendranthema x grandiflorum is one of the most important pot plants cultivated worldwide in the floriculture industry. There is a global research effort to replace peat with a sustainable alternative growth media for potted plants; however, so far, no study has been conducted in South Africa that used similar treatments on potted Dendranthema x grandiflorum. The aim of this study was to determine a suitable alternative growth media to replace peat as a growth media for cultivation of potted D. x grandiflorum. A greenhouse experiment was conducted at the University of South Africa’s Horticulture centre in Florida, Johannesburg for 89 days. Eight growth media (100 % peat (T1) (control), 100 % bagasse (T2), 50:50 % v/v bagasse:peat (T3), 75:25 % v/v bagasse:peat (T4), 25:75 % v/v bagasse:peat (T5), composted bagasse (T6), Coir (T7), and pine bark (T8)) as treatments and one hybrid (Mount® Runca) of D. x grandiflorum were arranged in a randomized complete block design with four replicates. In this study, nutrient uptake, chlorophyll content, growth, and yield parameters were measured for potted D. x grandiflorum grown in all eight growth media. The results show that treatments had different chemical and physical properties compared to peat. The pH of 100 % bagasse and coir were within the ideal range recommended for growth media. The EC results indicated that after the experiment, other treatments were within the defined range except for composted bagasse due to high concentration of soluble salts. The BD of control and composted bagasse were similar and may have resulted in the low root response. The concentration of total N was high in the shoots of plants cultivated in 100 % peat with a subsequent increased fresh and dry shoots weight. The highest significant chlorophyll content was present in plants cultivated in composted bagasse, which contained high total N and, Fe and Zn concentrations in shoots. Taken together, the results showed that composted bagasse was the best alternative to replace peat for cultivation of potted D. x grandiflorum. / Turfonttrekking vir tuinboukundige produksie hou ʼn bedreiging vir moerasland-ekostelsels in. Die vinnige groeitempo van die tuinboubedryf het gelei tot ʼn voortdurende soektog na volhoubare groeimediakomponente om turf te vervang. Die alternatiewe komponente moet (fisiese en chemiese) eienskappe kan bied wat soortgelyk aan, of beter as dié van turf is, en moet toestande gee wat die ideale groei en opbrengs van potplante verbeter. Potplant- Dendranthema x grandiflorum is een van die belangrikste potplante wêreldwyd wat in die blomboerderybedryf aangeplant word. Daar word wêreldwyd navorsing gedoen om turf met ʼn volhoubare groeimedium vir potplante te vervang; sover is daar egter nog nie in Suid-Afrika ʼn studie gedoen wat soortgelyke behandelings vir potplante- Dendranthema x grandiflorum gebruik nie. Die doel van hierdie studie was om ʼn gepaste alternatiewe groeimedium te bepaal om turf as ʼn groeimedium te vervang vir die aanplanting van D. x grandiflorum-potplante. ʼn Kweekhuis-eksperiment is by die Universiteit van Suid-Afrika se Tuinbousentrum in Florida, Johannesburg uitgevoer vir 89 dae. Agt groeimedia (100% turf (T1) (beheer), 100% bagasse (T2), 50:50% v/v bagasse:turf (T3), 75:25% v/v bagasse:turf (T4), 25:75 % v/v bagasse:turf (T5), bagasse wat tot kompos verwerk is (T6), klapperhaar (T7), en dennebas (T8)) as behandelings en een hibried (Mount® Runca) van D. x grandiflorum is in ʼn verewekansigde, volledige blokontwerp met vier repliserings gerangskik. In hierdie studie is voedingstofopname-, chlorofilinhoud-, groei- en opbrengs-parameters gemeet vir potgroei van D. x grandiflorum in al agt groeimedia. Die resultate toon dat die behandelings verskillende chemiese en fisiese eienskappe in vergelyking met turf het. Die pH van 100% bagasse en klapperhaar val binne die ideale reikwydte wat vir groeimedia aanbeveel word. Volgens die EG (elektriese geleiding)-resultate was ander behandelings binne die gedefinieerde reikwydte – behalwe vir bagasse wat tot kompos verwerk is – vanweë die hoë konsentrasie oplosbare soute. Die BD van beheer en bagasse wat tot kompos verwerk is, was soortgelyk en kon die lae wortelrespons veroorsaak het. Die konsentrasie totale N was hoog in die lote van plante wat in 100% turf aangeplant is, met ʼn gevolglike verhoging in die gewig van vars en droë lote. Die hoogste beduidende chlorofilinhoud was teenwoordig in plante wat gekweek is in bagasse wat tot kompos verwerk is, en wat hoë totale konsentrasies van N, Fe en Zn in die lote bevat het. Alles in ag genome het die resultate getoon dat bagasse wat tot kompos verwerk is, die beste alternatief is om turf te vervang in die kweking van D. x grandiflorum in potte. / Go ntsha borubu mo kumong ya mokgwa wa temo go na le matshosetsi mo matshelong a diphologolo le ditlhare tsa lefatshe le le kolobileng. Kelo ya kgodiso e e bonako ya intaseteri ya matshelo a diphologolo le ditlhare e susumetsa patlo e e tswelelang ya dikarolo tsa mekgwa ya kgodiso ya thefosano e e tswelelang ya go emela go ntsha borubu. Dikarolo tse dingwe di tlhoka go neela dipharologantsho (sebopego le khemikale) tse di tshwanang le kgotsa botoka mo go ntsheng borubu le go neela mabaka a a ka tsholetsang kgodiso e e ikaeletsweng, mme ya ntsha dijalo tse di ka fa dipitseng. Dendranthema x grandiflorum e e ka fa dipitseng ke thefosano nngwe ya dijalo tsa ka fa dipitseng tse di botlhokwa thata tse di jadilweng mo lefatsheng ka bophara mo intasetering ya mokgwa wa temo ya dithunya. Go na le boiteko jwa patlisiso ya bogotlhe ya go emela go ntsha borubu ka mokgwa wa kgodiso wa thefosano o mongwe o o tswelelang wa dijalo tsa ka fa dipitseng; le gale, go le kalo, ga go na thuto e e setseng e dirilwe mo Aforikaborwa e e dirisang ditshwaro tse di tshwanang mo go Dendranthema x grandiflorum e e mo dipitseng. Maikaelelo a thuto eno e ne e le go tlhomamisa mekgwa ya grandiflorum e e mo dipitseng. Maikaelelo a thuto eno e ne e le go tlhomamisa mekgwa ya kgodiso ya thefosano e mengwe e e tshwanelang go emela go ntsha borubu jaaka mekgwa ya kgodiso ya go jala D. x grandiflorum ka mo dipitseng. Tekelelo ya ntlo e tala e ne ya dirwa kwa lefelong la Mokgwa wa matshelo a diphologolo le ditlhare ya Yunibesiti ya Aforikaborwa kwa Florida, Johannesburg mo matsatsing a le 89. Mekgwa ya kgodiso e merobedi (100 % ya go ntsha borubu (T1) (taolo), 100 % bagasse (T2), 50:50 % v/v bagasse: go ntsha borubu (T3), 75:25 % v/v bagasse: go ntsha borubu (T4), 25:75 % v/v bagasse: go ntsha borubu (T5), bagasse e e bodisitsweng (T6), Coir (T7), le kutu ya phaene (T8)) jaaka ditshwaro le lotswakwa lo lo longwe (Mount® Runca) ya D. x grandiflorum di ne di beilwe ka moakanyetso wa boloko e e feletseng ka kakaretso ka ditshwano di le nne. Mo thutong eno, go tsaya kotlo, diteng tsa setalafatsi, kgodiso le diparametara tse di ntshitsweng di ne tsa lekanyediwa mo go D. x grandiflorum e e mo dipitseng e e jadilweng mo mekgweng ya dikgodiso tse di robedi tse tsotlhe. Dipheto di bontsha gore ditshwaro di na le dikarolo tsa dikhemikale le dibopego tse di farologaneng fa di tshwantshanngwa le go ntsha borubu. Bagasse ya pH ya 100 % le coir di ne di le magareng ga paka ya botlhokwa ya kgodiso e e atlenegisitsweng mo mekgweng ya kgodiso. Dipheto tsa EC di bontsha gore morago ga tekelelo, ditshwaro tse dingwe di ne di le magareng ga paka e e tlhalositsweng kwa ntle ga bagasse e e bodisitsweng kwa kokoanong e e kwa godimo ya matswai a a tlhaolositsweng. BD ya taolo le bagasse e e bodisitsweng, mme go ka bo go dirile gore go nne le tsibogelo ya medi e e kwa tlase. Kokoano ya N yotlhe e ne e le kwa godimo mo matlhogeding a dijalo tse di jadilweng ka go ntsha borubu jwa 100 % ka koketso e e latelang ya bokete jwa matlhogedi a mantshwa le a a omileng. Diteng tsa setalafatsi se se botlhokwa se se kwa godimodimo di ne di le teng mo dijalong tse di jadilweng ka bagasse e e bodisitsweng, e e nang le kokoano ya bogotlhe jo bo kwa godimo jwa N, Fe le Zn mo matlhogeding. Di tserwe mmogo, dipheto di bontsha gore bagasse e e bodileng jaaka sengwe se se gaisang go emela go ntsha borubu mo jalong ya D. x grandiflorum ka mo dipitseng. / School of Environmental Sciences / M. Sc. (Ornamental Horticulture)

Abstracts in English, Afrikaans and Southern Sotho / The purpose of this study was to develop a best practice corporate community involvement disclosures (CCID) framework for JSE-listed organisations in South Africa. An analysis of the literature underscored the need for quality CCID and revealed the paucity of research on this topic. The study adopted a mixed-methods approach employing three research stages. Firstly, an initial CCID framework was constructed on the basis of a content and document analysis of top-performing JSE-listed organisations. Secondly, 30 CCI experts refined and validated the CCID framework through semi-structured interviews. The developed CCID framework comprised 36 specific disclosure items in nine general disclosure categories. Thirdly, the CCID framework was applied to 116 corporate reports, including the integrated reports, sustainability reports and corporate webpages of 20 JSE-listed companies for the years 2015 to 2017. The findings indicated that the sample of JSE-listed organisations disclose some aspects of CCI in their corporate reports. However, there is no consistent reporting framework, and a number of CCID items were under-disclosed according to the CCI expert “best practice” to meet stakeholder expectations. In both the integrated and sustainability reports, general category 2, CCI strategy, and general category 4, CCI projects, were the best-performing categories. General category 8, Evidence of CCI, was one of the best-performing categories disclosed in the sustainability reports and on the corporate webpages. General category 5, Relevant regulatory measures, general category 6, CCI benefits/business value creation, and general category 7, Assurance of CCI reporting, contained no or limited CCID. The development of the CCID framework resonated with stakeholder theory, while the findings on the application of the CCID framework supported the theoretical perspectives of legitimacy theory. In addition to the identified legitimising drivers, the findings suggested that local tensions and expectations are impacting on CCID in South Africa. The findings of this study provide useful insights into CCID practices, guidelines and the quality of CCID. It is unique because it is the first of its kind to develop and apply a CCID framework in South Africa. The findings have a number of implications for stakeholders, corporate managers, regulators and policymakers in South Africa and internationally. / Die doel van hierdie studie was om ’n raamwerk van beste praktykte te ontwikkel vir korporatiewe gemeenskapsbetrokkenheid-openbaarmakings (KGBO) vir JSE-genoteerde organisasies in Suid-Afrika. ʼn Ontleding van die literatuur het die behoefte aan gehalte-KGBO beklemtoon en die gebrek aan navorsing oor hierdie onderwerp aan die lig gebring. Die studie het ’n gemengdemetode-benadering gevolg wat drie navorsingstadiums gebruik het. Eerstens is ʼn aanvanklike KGBO-raamwerk op die grondslag van ’n inhoud-en-dokument-ontleding van bes presterende JSE-genoteerde organisasies saamgestel. Tweedens het 30 KGB-kundiges die KGBO-raamwerk deur middel van halfgestruktureerde onderhoude verfyn en geldig verklaar. Die ontwikkelde KGBO-raamwerk het 36 spesifieke openbaarmaking-items in nege algemene openbaarmakingkategorieë bevat. Derdens is die KGBO-raamwerk toegepas op 116 korporatiewe verslae, insluitend die geïntegreerde verslae, volhoubaarheidsverslae en korporatiewe webbladsye van 20 JSE-genoteerde maatskappye vir die jare 2015 tot 2017. Die bevindings het aangetoon dat die monster van JSE-genoteerde organisasies enkele aspekte van KGBO in hul korporatiewe verslae openbaar het. Daar is egter nie ’n konsekwente verslagdoeningsraamwerk nie, en volgens die KGB-bestepraktykkundige is ’n aantal KGBO-items onderverklaar om aan belanghebbers se verwagtinge te voldoen. In sowel die geïntegreerde as volhoubaarheidsverslae was die algemene kategorie 2, KGB-strategie, en algemene kategorie 4, KGB-projekte, die bes presterende kategorieë. Algemene kategorie 8, Bewys van KGB, was een van die bes presterende kategorieë wat in die volhoubaarheidsverslae en op die korporatiewe webbladsye openbaar gemaak is. Algemene kategorie 5, Relevante regulatiewe maatreëls, algemene kategorie 6, KGB-voordele/besigheidswaarde-skepping, en algemene kategorie 7, Gerusstelling van KGB-verslagdoening, het geen of beperkte KGBO bevat. Die ontwikkeling van die KGBO-raamwerk het by die belanghebberteorie aanklank gevind, terwyl die bevindings van die toepassing van die KGBO-raamwerk die teoretiese perspektiewe van die egtheidsteorie gesteun het. Benewens die geïdentifiseerde egtheidsaandrywers het die bevindings daarop gesinspeel dat plaaslike spanning en verwagtinge ’n uitwerking op KGBO in Suid-Afrika het. Die bevindings van hierdie studie verskaf nuttige insigte in KGBO-praktyke, -riglyne en die gehalte van KGBO. Dit is uniek omdat dit die eerste keer is dat ’n KGBO-raamwerk in Suid-Afrika ontwikkel en toegepas word. Die bevindings het ’n aantal implikasies vir belanghebbendes, korporatiewe bestuurders, reguleerders en beleidmakers in Suid-Afrika en internasionaal. / Morero wa thutelo ye e be e le go tšweletša tlhako ya maitokiši a kaonekaone a dikutollo tša seabe sa dikgwebo setšhabeng (CCID) ya mekgatlo ye e lego lenaneong la JSE ka Afrika Borwa. Tshekatsheko ya dingwalo e gatelela tlhokego ya CCID ye e nago le mohola gape e utollotše nyakišišo ye e sa lekanago ka ga hlogotaba ye. Thutelo e tšere mokgwatebelelo wa mekgwa ye e tswakantšwego ka go diriša magato a mararo a dinyakišišo. Sa mathomo, tlhako ya mathomo ya CCID e hlamilwe go ya ka tshekatsheko ya diteng le tokomane tša mekgatlo ye e lego lenaneong la JSE yeo e šomago gabotse. Sa bobedi, ditsebi tša CCI tše 30 di kaonafaditše le go laetša boleng bja tlhako ya CCID ka mokgwa wa dipotšišo tšeo di sa latelego lenaneo leo le itšeng. Tlhako ya CCID ye e tšweleditšwego pele e dirilwe ke dintlha tša kutollo tše itšeng tše 36 magorong a kakaretšo a kutollo a senyane. Sa boraro, tlhako ya CCID e phethagaditšwe go dipego tša kgwebo tše 116, go akaretšwa dipego tše di kopantšwego, dipego tšeo di fago tshedimošo ka ga boemo bja tšwelelo ya kgwebo le matlakala a wepo a dikhamphani tše 20 tšeo di lego lenaneong la JSE mengwageng ya 2015 go fihla 2017 Dikhwetšo di šupile gore sampolo ya mekgatlo yeo e lego lenaneong la JSE e utollotše dintlha tše dingwe tša CCI dipegong tša tšona tša kgwebo. Le ge go le bjalo, ga go tlhako ya go bega ye e sa fetogego, gomme dintlha tše mmalwa tša CCID di utollotšwe ka mo go sa lekanago go ya ka “maitokišo a makaonekaone” a ditsebi tša CCI go kgotsofatša ditetelo tša bakgahlegi. Ka go dipego tše kopantšwego le tšeo di fago tshedimošo ka ga maemo a tšwelelo ya kgwebo, legoro la 2 la kakaretšo, le legoro la 4 la kakaretšo, diprotšeke tša CCI, di bile magoro ao a šomilego gabotse. Legoro la 8 la kakaretšo, Evidence of CCI, e bile ye nngwe ya magoro ao a šomilego gabotse ao a utollotšwego ka go dipego tšeo di fago tshedimošo ka ga boemo bja tšwelelo ya kgwebo le go matlakala a wepo a kgwebo. Legoro la 5 la kakaretšo 5, Relevant regulatory measures, legoro la 6 la kakaretšo 6, CCI benefits/business value creation, le legoro la 7 la kakaretšo, Assurance of CCI reporting, di be di se na le goba le CCID ya bogolo bjo beetšwego mellwane. Tšwetšopele ya tlhako ya CCID e kwana le mekgwaboitshwaro bolaoding bja kgwebo, mola dikhwetšo go tirišo ya tlhako ya CCID e thekga tebelelo ya ditlhalošo tša diteori tša go dira go ya ka mekgwa ya boitshwaro ya setšhabeng. Go tlaleletša go ditlhohleletši tše di šupilwego tša go amogelwa ka semolao, dikhwetšo di šišintše gore dithulano le ditetelo tša selegae di na le khuetšo go CCID ka Afrika Borwa. Dikhwetšo tša thutelo ye di fa ditshedimošo tše di ka thušago tša ditlwaetšo tša CCID, mekgwatlhahli le mohola wa CCID. Ke ya moswananoši ka gobane ke ya mathomo ya mohuta wa yona go tšweletša le go diriša tlhako ya CCID ka Afrika Borwa. Dikhwetšo di na le ditlamorago tše mmalwa go batho bao ba nago le dikgahlego, balaodi ba dikgwebo, basepetši go ya ka molao le badiramelaotshepetšo ka Afrika Borwa le kemong ya boditšhabatšhaba. / Management Accounting / D. Phil. (Accounting Sciences)

Abstracts in English and Southern Ndebele / “We tend to think of the mind of an organisation residing in the … top management …but… [strategic] intelligence is not organised in a centralised structure but much more like a beehive of small simple components… ” Kevin Kelly, (1994: 166283). From the quote above, it is implied that the strategising practices of, among others, top managers, are the ‘small simple components’ that build towards the overall strategy of an organisation. The overall strategy of any organisation directly influences the performance thereof. As strategists, top managers use their thinking styles to influence the new strategic practices they endorse and those that are discarded, thereby impacting the competitive strategy employed by the organisation and ultimately organisational performance. This study investigated the rapport between the strategising practices used by top managers and their thinking styles. Based on a single illustrative case, this study utilised mixed data obtained from of 33 interviews and 79 questionnaires to describe the possible relationship between thinking styles and strategising practises. The results show that at the case organisation, thinking styles of top managers differ depending on the situation in which they find themselves. A possible relationship between thinking styles and strategising practises, at the case organisation, is further implied. / “Se taele go nagana ge monagano we mokhadlo lo o hlala e tulu, mara lehlelo le go hlaganepha le ga bekwa ge Ndlela le ngore esekhathi, mara kgulu go fana ne lekhaya le tenosi le le le gase bodese le lengane.” Kevin Kelly, (1994:166283). Go leso setsopolwe e tulu, era gore tedlela te go hlela, go leto te khona, baphathi ba se tulu, geto tedo te tengane leto te gase bodese le to te akha lehlelo gemoga le mokhadlo. Lehlelo gemoga le mokhadlo o monye na o monye le dlolela e go etene ge tedo. Jene ge bahleli, baphathi ba setulu ba beregesa tedlela tabo te go nagana, go tshwaetja tedlela te tetsha leto ba te vumelago na leto ba te kganago. Ge go eta jalo te thella lehlelo lelo le phalesanago lelo lele beregeswe mokhadlo, e maphellweni na leso mokhadlo o se yetago. Go bala lokhu, go ete gore go be ne go vesesana e khathe ge tedlela te go hlela leto te beregeswa mbaphathi ba setulu ne Ndlela leyo ba nagana gayo. Go beka nnye ye tedlela leto ba te beregeselego, go beregeswe tedaba leto te phoma go 33 ye bado labo be ba butiswa go kereya leso be ba fona go seva ne mebotiso e 79 leyo e hlalosa nkgonagalo ye go talana e khathe ge mehuda ye go nagana ne ndlela leyo go hlelwa gayo. Mephomela e bonesa gore lapho e mekhadlweni, Ndlela ye go nagana ge baphathi ba setulu e ya phabana go ya ge gore ba te kereya ba se sejamweni se se jane. Nkgonagalo ye bodlelwano e khathe ge Ndlela ye go nagana ne lenaneo le le le ladelwago e tedweni te nhlagano, te beregeselwe. Mave e bohlogwa: Bophathi ba setulu, bakgoni be go hlela, baberegi be go hlela, tedlela leto go hlelwa gato, Ndlela leyo go naganwa gayo; go khetha, mekgwa ye go nagana ge botalo, tedlela te go suga endabeni ennye goya go ennye. / Business Management / M. Com. (Business Management)

Text in English with abstracts in English, Sepedi and Venda / Access to firewood and other affordable energy sources is essential to the livelihoods of rural households in developing countries. Studies have been conducted to understand the reasons behind an extensive reliance on firewood in rural areas, especially in developing countries, despite improved electrification rates and a number of government policies introduced to encourage rural households to switch from traditional to modern fuels. This study aimed at assessing and thus understand the factors influencing the use of firewood by households in Ga - Malahlela village in Limpopo Province. Limited research has been conducted on firewood use, subsequent to improved electrification in rural areas in South Africa, hence it was to shed light on this little-explored subject on which the study was carried out. The assessment was based on household demographics and household energy use patterns, with a structured questionnaire being utilised to arrive at a detailed understanding of the factors that drive firewood use. It was established that firewood was still used to a significant degree, to satisfy household energy needs such as cooking, water heating and space heating. This was mainly due to the socioeconomic status of households. Socio-economic factors such as income, education level, household size and preference were found to be the factors exerting the greatest influence on the use of firewood among households in the study area. Psychological variables and the geographical location of the study area were also shown to promote the use of firewood. The study further revealed that, as indicated in the reviewed literature, households in the study area fuel stack and do not ascend the energy ladder. The reviewed literature further indicated that not all factors have equivalent significance in determining the behaviour and pattern of household energy use. This indicates that energy sources such as firewood are not completely discarded but are instead used in conjunction with modern energy sources such as electricity. In conclusion, this study established that despite the availability of electricity, as a result of poverty and the lack of free basic services such as free basic electricity, reliance on firewood in rural areas will continue. / Go hwetša dikgong le methopo ye mengwe ya dibešwa tšeo di rekegago go bohlokwa go mekgwa ya malapa a dinagamagaeng go hwetša dilo tše bohlokwa tša bophelo dinageng tšeo di hlabologago. Dithutelo di phethagaditšwe go kwešiša mabaka ao a thekgago kholofelo go dikgong mafelong a dinagamagaeng a dinaga tšeo di hlabologago le ge go na le ditekanyo tše di kaonafaditšwego tša tlhagišo ya mohlagase le palo ya melaotshepetšo ya mmušo yeo e tsebišitšwego go tutuetša malapa a dinagamagaeng go fetoga go tloga go dibešwa tša sekgale go iša go tša sebjale. Thutelo ye e ikemišeditše go lekola ka gona go kwešiša mabaka ao a huetšago malapa a Motsaneng wa Ga-Malahlela ka Profenseng ya Limpopo go diriša ya dikgong. Dinyakišišo tše lekantšwego di phethagaditšwe ka ga tirišo ya dikgong ka morago ga tlhagišo ya mohlagase yeo e kaonafaditšwego mafelong a dinagamagaeng ka Afrika Borwa, gomme e be e swanetše go fa tshedimošo ka ga hlogotaba yeo e hlohlomišitšwego gannyane gore thutelo ye e phethagatšwe. Tekolo ye e theilwe go dipalopalo ka ga malapa setšhabeng le mekgwa ya malapa ya go dirišwa dibešwa, ka go diriša lenaneopotšišo leo le beakantšwego gore go fihlelelwe kwešišo ye e hlalošago ka botlalo mabaka ao a hlohleletšago tirišo ya dikgong. Go lemogilwe gore dikgong di sa dirišwa ka bontši bjo bo bonagalago go kgotsofatša dinyakwa tša malapa tša enetši tše bjalo ka go apea, go ruthetša meetse le go ruthetša lefelo. Se se be se swanela gagolo ka lebaka la boemo bja ka moo ekonomi e amago tšwelopele ya malapa. Mabaka a ka moo ekonomi e amago tšwelopele ya setšhaba a go swana le ditseno, boemo bja thuto, bogolo bja lelapa le tšeo di ratwago go hweditšwe go ba mabaka ao a hlohleletšago khuetšo ye kgolokgolo go tirišo ya dikgong gare ga malapa thutelong ye. Dielemente tšeo di ka fetolwago le lefelo tikologong ye e itšeng tša thutelo le tšona di bontšhitšwe go godiša tirišo ya dikgong. Thutelo ye gape e utollotše gore, bjalo k age go šupilwe dingwalong tšeo di lekotšwego, malapa a lefelong la thutelo a latela mekgwa ya dibešwa tša mehutahuta gomme ga a latele manamelo a enetši. Dingwalo tšeo di lekotšwego di laeditše go ya pele gore ga se mabaka ka moka ao a nago le bohlokwa bjo bo lekanago go šupeng boitshwaro le mokgwa tša tirišo ya enetši ka malapeng. Se se šupa gore methopo ya enetši ye bjalo ka dikgong ga se ya tlogelwa ka gohlegohle eupša e dirišwa mmogo le methopo ya sebjale ya enetši ye bjalo ka mohlagase. Go ruma, thutelo ye e utollotše gore le ge go na le mohlagase, ka lebaka la bohloki le tlhaelo ya ditirelo tša motheo tša mahala tše bjalo ka mohlagase wa motheo wa mahala, kholofelo go dikgong dinagamagaeng e tlo tšwela pele. / U swikelela khuni na zwiṅwe zwiko zwa fulufulu zwine zwa swikelelea ndi zwa ndeme kha u tsireledza zwo teaho zwa vhutshilo kha miṱa ya vhupo ha mahayani kha mashango o no khou bvelelaho. Ngudo dzo farwa u itela u pfesesa zwiitisi zwa u ḓitika zwihulwane nga khuni kha vhupo ha mahayani kha mashango ane a khou ḓi bvelela zwi si na ndavha na u khwiniswa ha u dzheniswa ha muḓagasi na tshivhalo tsha mbekanyamaitele dza muvhuso dzo ḓivhadzwaho u ṱuṱuwedza miṱa ya vhupo ha mahayani u bva kha u shumisa zwivhaswa zwa kale u ya kha zwa ano maḓuvha. Ngudo iyi yo livhiswa kha u asesa na u pfesesa zwiṱaluli zwine zwa ṱuṱuwedza u shumiswa ha khuni nga miṱa ya Muvhunduni wa Ga-Malahlela Vunduni ḽa Limpopo. Ṱhoḓisiso dzi si nngana dzo itwa nga ha u shumiswa ha khuni hu tshi tevhela u dzheniswa ha muḓagasi vhuponi ha mahayani Afurika Tshipembe, ho vha u bvisela khagala nga ha zwiṱuku zwo wanululwaho kha thero heyi ye ngudo ya i bveledzisa. U linga ho vha ho ḓisendeka nga ngudamirafho ya miṱa na kushumisele kwa fulufulu miṱani, hu na mbudzisombekanywa dzo dzudzanywaho dzo shumiswaho u swikelela kha u pfesesa nga vhuḓalo zwiṱaluli zwine zwa ta u shumiswa ha khuni. Ho dzhielwa nṱha uri khuni dzi kha ḓi shumiswa nga maanḓa u ḓisa ṱhoḓea dza fulufulu miṱani u fana na u bika, u vhilisa maḓi na u dudedza vhudzulo. Hezwi zwo tea nga maanḓa kha vhuimo ha matshilisano a zwa ikonomi miṱani: zwiṱaluli zwa ikonomi ya matshilisano zwi ngaho sa mbuelo, vhuimo ha pfunzo, vhuhulu ha muṱa na zwo no takalelwa ho wanwa uri ndi zwiṱaluli zwine zwa shumisa ṱhuṱhuwedzo khulwane ya u shumiswa ha khuni vhukati ha miṱa ya vhupo ha ngudo. Variabuḽu dza saikhoḽodzhikhaḽa na vhupo ha ḓivhashango zwa vhupo ha ngudo zwo sumbedziswa u ṱuṱuwedza u shumiswa ha khuni. Ngudo yo isa phanḓa na u wanulusa uri, sa zwo sumbedziswaho kha maṅwalwa o sedzuluswaho, miṱa kha vhupo ha ngudo i kuvhanganya fulufulu ngeno hu sina u gonya ha tshanduko ya kushumisele kwa fulufulu. Maṅwalwa o sedzuluswaho o sumbedzisa a tshi i sa phanḓa uri a si zwiṱaluli zwoṱhe zwine zwa vha na ndeme i linganaho kha u ta vhuḓifari na kushumisele kwa fulufulu miṱani. Hezwi zwi sumbedza uri zwiko zwa fulufulu zwi ngaho sa khuni a zwo ngo laṱelwa kule tshoṱhe fhedzi zwi shumiswa zwo ṱanganyiswa na zwiko zwa fulufulu zwa ano maḓuvha zwi ngaho sa muḓagasi. Ri tshi pendela, ngudo iyi i ta uri na musi muḓagasi u hone, nga nṱhani ha vhushayi na ṱhahelelo ya tshumelo dza muḓagasi wa mahala wa mutheo u fana na muḓagasi wa mahala wa mutheo, u ḓitika nga khuni vhuponi ha mahayani hu ḓo ḓi bvela phanḓa. / Department of Environmental Science / M.A. (Environmental Science)

Abstract in English, Tswana and Northern Sotho / The study aimed to explore teachers’ mathematical knowledge in respect of teaching the concept of fractions to Grade 6 learners. To that end a qualitative study was done, using a case study design. Data were collected through the observation of, and interviews with, three teachers at three schools in the Capricorn South district. Rooted in the theory of constructivism, the study was supplemented by the conceptual framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008) and Shulman’s (1986) notion of pedagogical knowledge for teaching (PCK). The key finding of this investigation revealed that, of the three teachers, two did not develop the concept of fractions for their learners, but merely followed the traditional method of teaching the concept by encouraging their learners to memorise rules without understanding. Only one teacher emphasised an understanding of mathematical concepts. The main observation which the researcher made, was that teachers require a great deal of knowledge and expertise, in carrying out the work of teaching subject matter related to fractions. / Maikaelelo a thutopatlisiso e ne e le go tlhotlhomisa kitso ya dipalo ya barutabana malebana le go ruta barutwana ba Mophato wa 6 mogopolo wa dikarolwana. Go fitlhelela seo, go dirilwe thutopatlisiso e e lebelelang mabaka, go dirisiwa thadiso ya thutopatlisiso ya dikgetsi. Go kokoantswe data ka go ela tlhoko le go nna le dipotsolotso le barutabana ba le bararo kwa dikolong tsa kgaolo ya Capricorn Borwa. Thutopatlisiso eno e e theilweng mo tioring ya kago ya kitso e ne e tshegeditswe ke letlhomeso la sediriswa sa tokololo sa kitso ya dipalo ya go ruta (MKT) (Ball et al. 2008) le mogopolo wa ga Shulman (1986) wa kitso e e kgethegileng ya go ruta (PCK). Phitlhelelo ya botlhokwa ya patlisiso eno e senotse gore mo barutabaneng ba le bararo, ba le babedi ga ba a tlhamela barutwana ba bona mogopolo wa dikarolwana, mme ba latetse fela mokgwa wa tlwaelo wa go ruta mogopolo ka go rotloetsa barutwana go tshwarelela melawana kwa ntle ga go tlhaloganya. Ke morutabana a le mongwe fela yo o gateletseng go tlhaloganngwa ga megopolo ya dipalo. Temogo e kgolo e e dirilweng ke mmatlisisi ke gore barutabana ba tlhoka kitso le boitseanape jo bogolo go tsweletsa tiro ya go ruta dithuto tse di amanang le dikarolwana. / Dinyakišišo di ikemišeditše go utolla tsebo ya dipalo ya baithuti mabapi le go ruta kgopolo ya dipalophatlo go baithuti ba Kreiti ya 6. Ka lebaka la se go dirilwe dinyakišišo tša boleng, go šomišwa tlhamo ya dinyakišišo tša seemo. Tshedimošo e kgobokeditšwe ka go lekodišiša, le go dira dipoledišano le, barutiši ba bararo ka dikolong tše tharo ka seleteng sa Borwa bja Capricorn. Ka ge di theilwe go teori ya gore baithuti ba itlhamela tsebo, dinyakišišo di tlaleleditšwe ke tlhako ya boikgopolelo ya tsebo ya dipalo go ruteng (MKT) (Ball le ba bangwe, 2008) le kgopolo ya Shulman (1986) ya tsebo ya diteng tša thuto (PCK). Kutollo ye bohlokwa ya dinyakišišo tše e utollotše gore, go barutiši ba bararo, ba babedi ga se ba ba le kgopolo ya dipalophatlo go baithuti ba bona, eupša fela ba no latela mokgwa wa setlwaedi wa go ruta kgopolo ye ya dipalophatlo ka go hlohleletša baithuti ba bona go tsenya melawana ye ka hlogong ka ntle le go e kwešiša. Ke fela morutiši o tee yo a gateletšego gore go swanetše go ba le kwešišo ya dikgopolo tša dipalo. Temogo e tee yeo monyakišiši a bilego le yona, ebile gore barutiši ba hloka tsebo ye kgolo le botsebi, go phethagatša mošomo wa go ruta diteng tša thuto tšeo di amanago le dipalophatlo. / Mathematics Education / M. Ed. (Mathematics Education)

As rapid technological development constantly drives and reshapes the economy, it is vital for learners and teachers to be highly proficient in the use of Information and Communication Technology (ICT). The data collected revealed that the barriers to ICT integration can be viewed as deprivation to both teachers and learners, especially those with diverse disabilities and learning difficulties. ICT implementation is therefore more than just change driven by technology. It is an opportunity to assist everyone, including people from all income groups, policy-makers and leaders to support converging technologies to create a more inclusive and humane future. The research was designed as a case study. Face-to-face interviews were conducted, lesson observations were undertaken and qualitative questionnaires were administered as methods of data collection. The research population included principals and ICT teachers in the Manzini Region. The sample was made up of two principals and 13 teachers. The data was transcribed and presented as raw data and thereafter analysed thematically. The data collected was analysed qualitatively. The findings of the study were that the factors influencing ICT implementation in inclusive primary schools in Eswatini included a lack of skills and knowledge from teachers; the lack of teaching and learning time allocated to ICT; insufficient teaching and learning materials; a lack of motivation and an insufficient number of teachers. Other factors included the lack of support and collaboration from principals and the Government of Eswatini. In view of the above factors, some recommendations were made, namely, that the Ministry of Education should reintroduce ICT in all inclusive primary schools. The schools that offer ICT should consider increasing the time allocated for ICT and enhance Continuous Professional Development (CPD) for ICT teachers. They should also provide for learners with diverse disabilities and learning difficulties a variety of teaching materials such as assistive devices to enhance teaching and learning. / Njengaloku kutfutfuka ngekushesha kwetebuchwephesHe kuchubeka kucondzisa futsi kwakhA kabusha nemnotfo, kumcoka kutsi bothishela nebafundzi babe nelikhono leliphakeme lekusebentisa Lwatiso neKuchumana ngeTebuchwepheshe (i-ICT). Ledatha legcogciwe ivete kutsi tihibe tekuhlanganisa i-ICT tingabukwa njengekuncisha bothishela nebafundzi, ikakhulu kubafundzi labaphila nekukhubateka lokwehlukahlukene kanye nebulukhuni ekufundzeni. Kufezekiswa kwekusetjentiswa kwe-ICT ngako-ke kungetulu kwekutsi nje kuchutjwa ingucuko yetebuchwepheshe, kodvwa kulitfuba lekusita wonkhe umuntfu, lokufaka ekhatsi bantfu lababuya kuwo onkhe emacembu etemnotfo, labo lababhala tinchubomgmo nebaholi, kutsi basekele kuhlanganiswa kwetebuchwepheshe kute kudaleke likusasa lelifaka lonkhe luntfu. Lolucwaningo luhlelwe njengesifundvolucwaningo lwesehlakalo. Kubanjwe emainthaviyu buso nebuso, kwentiwa sifundvo sekucaphela kanye nemaphephambuto elizingasimo njengetindlela tekugcogca idatha. Linanibantfu lalolucwaningo lifaka ekhatsi bothishelanhloko kanye nabothishela labafundzisa i-ICT eSigodzini sakaManzini Eswatini. Lesamphuli yakhiwa bothishelanhloko lababili kanye nabothishela laba-13. Ledatha yabhalwa yetfulwa njengaloko injalo ingakahlutwa kwase kutsi-ke emva kwaloko yahlatiywa ngekwengcikitsi. Ledatha leyagcogcwa yahlatiywa ngekwelizingasimo. Lokutfolwe ngulesifundvolucwaningo kutsi timbangela letinemtselela ekufezekiseni kusetjentiswa kwe-ICT etikolweni temabanga laphansi letifaka wonkhe wonkhe Eswayini, kufaka ekhatsi kuswelakala kwemakhono nelwati kubothishela; sikhatsi sekufundzisa nekufundza lesinganeli lesiphakelwa kufundziswa kwe-ICT; ticukatsilwati tekufundzisa nekufundza letingakaneli; kubete umdlandla kanye nelinani lelingakaneli labothishela. Lenye imbangela kungabikhona kwekusekelwa nekuhlanganyela lokuvela kubothishelanhloko nakuhulumende weleSwatini. Ngekubuka letimbangela letingenhla, kwentiwe-ke letincomo letilandzelako: Litiko Letemfundvo kufanele kutsi liphindze letfule i-ICT kuto tonkhe tikolo temabanga laphansi letifundzisa wonkhe wonkhe, tikolo letifundzisa i-ICT kufanele kutsi tikubheke kwengetwa kwesikhatsi sekufundzisa i-ICT kanye nekwenta ncono Kutfutfukiswa Ngalokuchubekako Kwebungcweti (i-CPD) kubothishela labafundzisa i-ICT, kantsi futsi letikolo kufanele tinake nebafundzi labaphila nekukhubateka lokwahlukahlukene nebulukhuni bekufundza ngekutsi banikwe ticukatsilwati tekufundzisa letahlukahlukene njengetisetjentiswa tekusita kute kwentiwe ncono kufundzisa nekufundza. / Jaaka lebelo la tlhabololo ya thekenoloji le tswelela go tsamaisa le go bopa ikonomi sešwa, go botlhokwa gore barutwana le barutabana ba nne le bokgoni jo bo kwa godimo mo tirisong ya Thekenoloji ya Tshedimosetso le Tlhaeletsano (ICT). Data e e kokoantsweng e senotse gore dikgoreletsi tsa kgokaganyo ya ICT di ka bonwa e le tlhaelo mo barutabaneng le barutwaneng, bogolo segolo barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta. Ka jalo, tsenyotirisong ya ICT ga se fela diphetogo tse di tsamaisiwang ke thekenolooji; ke tšhono ya go thusa mongwe le mongwe, go akarediwa batho go tswa ka ditlhopheng tsotlhe tsa lotseno, badiradipholisi le baeteledipele, go tshegetsa dithekenoloji tse di kopanang go tlhama isago e e akaretsang e bile e le molemo. Patlisiso e rulagantswe jaaka thutopatlisiso e e lebelelang kgetsi. Go dirilwe dipotsolotso tsa namana, go nnile le kelotlhoko ya dithuto mme go dirisitswe dipampiripotsoloto tse di lebelelang mabaka jaaka mekgwa ya go kokoanya data. Setlhophasegolo sa patlisiso se akareditse bagokgo le barutabana ba ICT kwa Kgaolong ya Manzini kwa Eswatini. Sampole e ne e dirwa ke bagokgo ba le babedi le barutabana ba le 13. Data e ne ya gatisiwa mme ya tlhagisiwa e le data e e sa fetolwang mme morago ya lokololwa go ya ka meono. Data e e kokoantsweng e lokolotswe go ya ka mabaka. Diphitlhelelo tsa thutopatlisiso e nnile gore dintlha tse di tlhotlheletsang tsenyotirisong ya ICT mo dikolong tsa poraemari tse di akaretsang kwa Eswatini di akaretsa tlhaelo ya bokgoni le kitso mo ntlheng ya barutabana; nako e e sa lekanang ya go ruta le go ithuta e e rebolelwang ICT; dimatheriale tse di sa lekanang tsa go ruta le go ithuta; tlhaelo ya thotloetso le palo e e sa lekanang ya barutabana. Ntlha e nngwe e nnile tlhaelo ya tshegetso le tirisanommogo go tswa mo bagokgong le puso ya Eswatini. Ka ntlha ya dintlha tse di fa godimo, go dirilwe dikatlenegiso tse di latelang: Lefapha la Thuto le tshwanetse go itsese sešwa ICT mo dikolong tsotlhe tsa poraemari tse di akaretsang, dikolo tse di tlamelang ka ICT di tshwanetse go akanya ka go oketsa nako e e rebolelwang ICT le go tokafatsa Tlhabololo e e Tswelelang pele ya Seporofešenale (CPD) ya barutabana ba ICT, mme dikolo tseno di tshwanetse gape go akanyetsa barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta ka go ba tlamela ka dimatheriale tse di farologaneng tsa go ithuta di tshwana le didiriswa tse di thusang go tokafatsa go ruta le go ithuta. / Njengoba intuthuko yezobuchwepheshe esheshayo iqhubeka nokugqugquzela nokwakha kabusha umnotho, kubalulekile ukuthi abafundi nothisha babe nekhono eliphezulu ekusebenziseni Ulwazi Lwezobuchwepheshe Kwezokuxhumana. Imininingwane eqoqiwe iveze ukuthi izithiyo ekuhlanganisweni zoLwazi Lwezobuchwepheshe Kwezokuxhumana zingabhekwa njengokuncishwa amathiba kothisha nabafundi, ikakhulukazi abafundi abanokukhubazeka okuhlukahlukene nobunzima bokufunda. Ukuqaliswa koLwazi Lwezobuchwepheshe Kwezokuxhumana kungaphezu nje koshintsho oluqhutshwa ezobuchwepheshe; kuyithuba lokusiza wonke umuntu, kufaka phakathi abantu abavela kuyo yonke imikhakha yabaholayo, abenza izinqubomgomo kanye nabaholi, ukusekela ubuchwepheshe obuhlanganayo ukudala ikusasa eliyinhlanganisela futhi elinobuntu. Ucwaningo lwakhiwe njengesifundo esiwucwaningo lwesigameko. Kwenziwa inhlolokhono noma zingxoxo ubuso nobuso, kwenziwa ukubhekwa kwezifundo futhi kwenziwa nemibuzo esezingeni elifanele njengezindlela zokuqoqa imininingwane. Abantu abafakwe ocwaningweni babandakanya othishanhloko kanye nothisha boLwazi Lwezobuchwepheshe Kwezokuxhumana esifundeni saseManzini eSwatini. Isampula yayenziwe kothishanhloko ababili nothisha abayi-13. Idatha yabhalwa futhi yethulwa njengedatha engahlungiwe futhi ngemuva kwalokho yahlaziywa ngokulandelana. Imininingwane eqoqiwe yahlaziywa ngokufanele. Okutholakele kulolu cwaningo ngukuthi izinto ezinomthelela ekusebenzeni koLwazi Lwezobuchwepheshe Kwezokuxhumana ezikoleni zamabanga aphansi ezibandakanya bonke abantu eSwatini zibandakanya ukuntuleka kwamakhono nolwazi kothisha; isikhathi esinganele sokufundisa nokufunda esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana izinto zokufundisa nokufunda ezinganele; ukungabi nogqozi kanye nenani elinganele lothisha. Enye yezimbangela ukungabikho kokwesekwa nokusebenzisana kothishanhloko nohulumeni wase-Eswatini. Ngenxa yalezi zinto ezingenhla, kwenziwa izincomo ezilandelayo: uMnyango Wezemfundo kufanele uphinde ufake uLwazi Lwezobuchwepheshe Kwezokuxhumana kuzo zonke izikole zamabanga aphansi ezibandakanyekayo, izikole ezifundisa uLwazi Lwezobuchwepheshe Kwezokuxhumana kufanele zicabangele ukukhulisa isikhathi sokufundisa esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana futhi zithuthukise Ukuthuthukiswa Okuqhubekayo Kwezobuchwepheshe kothisha boLwazi Lwezobuchwepheshe Kwezokuxhumana, futhi lezi zikole kufanele futhi zihlinzeke izitshudeni ezinokukhubazeka okuhlukahlukene nobunzima bokufunda ngendlela yezinhlobonhlobo zezinto zokufundisa ezinjengamathuluzi okusiza ukuthuthukisa ukufundisa nokufunda. / M. Ed. (Inclusive Education)