The purpose of the study was to explore the experiences of female nyaope injectors residing in City of Tshwane Municipality, Gauteng. The study was conducted at COSUP sites namely; Soshanguve, Pretoria CBD, Sunnyside, Mamelodi, Eersterust, and Attridgeville. The study focused on females who have a history of injecting nyaope, accessing substance use related services at a registered service provider within City of Tshwane Municipality, Gauteng. Research design of the study was exploratory, which is basically used to explore a new topic or learn more about phenomenon where little is known. The research approach was purely qualitative methodology. This permitted the researcher to deeply explore the lived experiences of female nyaope injectors residing in City of Tshwane Municipality, Gauteng. A qualitative in-depth interview method was used to collect data from 24 participants who took part in the study. Questions of the interview were semi-structured, in-depth one-on-one interviews and were used to explore the lived experiences of female nyaope injectors residing in City of Tshwane Municipality, Gauteng. The findings of the study revealed that females who are injecting nyaope, are at risk of contracting HIV and other blood-borne infections. The stigma that is perpetuated by families, intimate partners, communities, health care professionals, and police officers is creating a hostile environment for female nyaope injectors; which increases the risk of contracting HIV and other blood-borne infections. Harm reduction services have the potential to address the needs of female nyaope injectors if fully implemented. It can be concluded that there is a need for substance abuse service providers to implement comprehensive harm reduction services to curb HIV prevalence amongst female nyaope injectors. / Health Studies / M.A. (Social Behavioural Studies in HIV/AIDS)

The aim of this study was to investigate the factors influencing household awareness and participation in domestic waste disposal and recycling, focusing on environmental educational (EE), wealth and location of suburb. The study was carried out in four suburbs in the Tshwane Metropolitan Area (TMA), namely Waterkloof, Lynnwood, Sunnyside and Mamelodi. A literature review was conducted, covering concepts of domestic waste management - waste prevention, collection, recycling and reuse, followed by household analysis using empirical data. The analysis shows that there is a low level of household awareness about the environmental implications of domestic waste management in TMA, and hence low level of participation in domestic waste sorting, disposal and recycling. Among relevant factors are the level of EE and income of the households across all suburbs. This calls attention to the need for strengthening EE not only in schools, but also in suburbs using both formal and informal outreach programmes. / Educational Studies / M. Ed. (Environmental Education)

The purpose of this study was to explore the experiences and practices of School Management Teams (SMTs) in the control and management of school bullying in the Tshwane West District of the Gauteng Province. This study came out of a global concern about the security and safety of learners in schools. While there is substantial international and national literature on violence in schools, South Africa continues to experience high levels of violence in schools more than ever before and this in the Tshwane West District is no exception. In this study, a mixed method approach was undertaken to explore the experiences and practices of SMTs in the controlling and managing of bullying in the Tshwane West District. The questionnaires and focus group interviews were used as research tools for data gathering to unpack the experiences of the SMTs. / Educational Management and Leadership / M. Ed. (Education Management)

In South Africa, the issue of learners reading below their grade level is of great concern. In order to overcome this problem, the Department of Education made it possible that learners be taught to read early in Grade 1. However, despite the learners being taught to learn to read at an early stage, numerous studies have revealed that most of the learners, including those in Grade 3, are still experiencing reading problems. The purpose of this study is to explore how Grade 3 teachers support learners who experience reading problems in Full-service schools. Full-service schools are mainstream schools that were transformed to attend to the underlying inclusive principles and to provide quality education to all learners. In this study, a qualitative approach was used to collect data at the Tshwane North District in the Gauteng Province. The interview questions were piloted with one of the Grade 3 class teachers from a neighbouring full-service school. Then after the pilot study, eleven Grade 3 class teachers and six Learner Support Teachers from three identified full-service schools were interviewed and observed in their classroom while supporting learners experiencing reading problems. The documents that they used were also analysed. To analyse the empirical data an inductive approach and the method for analysing data suggested by Creswell (2000) was followed. The findings revealed that teachers who participated in this study followed a more prescriptive approach of supporting learners who were experiencing reading problems. Furthermore, the findings revealed they used different reading strategies and reading methods even though there were some challenges that hampered the implementation of the support. The issue of differentiating and adapting the reading support to suit the diverse reading needs of learners arose from the study. This was due to the fact that most of the teachers were not trained to adapt the reading support based on the reading needs of the learners. Based on the findings, recommendations were made, and guidelines to draw up an effective reading support based on an integrated approach for Grade 3 learners who experience reading problems in full-service schools was developed. The guidelines combined two theories that underpinned the study, namely, Bronfenbrenner’s ecological systems theory and Vygotsky’s sociocultural theory. The researcher concluded that learners’ improvement in terms of their reading abilities relies on how teachers provided support to them. Hence it is important for teachers to be equipped with sufficient skills and knowledge to provide individualised reading support to learners experiencing reading problems. / Inclusive Education / Ph. D. (Inclusive Education)

The funding regimens of Higher education institutions (HEIs) present a challenge to every institution. It is expected that students who are selected to register for degrees or diplomas must be successful and obtain their qualifications in the minimum time required to ensure optimum subsidy for the institution. The throughput rates in higher education institutions remains of serious concern and emphasis on the selection criteria or prerequisites to enter a specific programme might be a possible factor in the throughput rates of students. The aim of this study was to identify and describe whether basic nursing students who passed Grade 12 Biology, currently referred to as Life Science, with at least 50% was a factor in the successful completion of the Biological and Natural Science module (BNS 100) in their first year. A quantitative research study was conducted in one government nursing college, Gauteng province in Tshwane region in South Africa. A checklist was used to collect data from the 2014 first-year student records and a questionnaire was used to collect data from the 2015 second-year students. No sampling was done since all the 2014 first-year students’ admission records were accessed for data collection and all the available second-year students of 2015 were invited to participate. The findings revealed that background knowledge of Grade 12 Life Science and English language proficiency could be associated with the academic performance in the BNS100 module of the basic nursing students. The findings might be used to make recommendations for possible prerequisites for entry into a nursing programme as well as to support students’ education and training to ensure a reduction in student attrition rates and improve the shortage of nurses. The findings motivated the researcher to recommend that the college under study, and other HIEs with similar concerns and student profiles should revise the selection and recruitment criteria for students to enter the basic nursing programme. This might contribute to selecting the correct prospective candidates who would have a better chance of completing their basic training in the four-year time as the expected period to complete the programme. / Health Studies / M.A. (Health Studies)

South Africa is ranked as one of the most mega-biodiverse countries in the world. But as the country faces poverty, unemployment and income inequalities, it is a mammoth task to develop, sustainably use and appreciate this natural capital. Thus, South Africa must find ways to ensure a balance between conservation of biodiversity and the achievement of socio- economic development. But when land is set aside for conservation, in most cases, local communities are on the receiving end of the decision making, with little to no opportunity to be involved. The Colbyn Valley Wetland is different, however. The site provides invaluable ecosystem goods and services to the local residents, as well as being an integral part of the Hartbeesspruit catchment and Roodeplaat dam. It has a history of sustained attempts to convert the site into housing estates, shopping centres or car parking. These attempts have met with unrelenting resistance by the local residents. Contrary to the experiences of other communities in South Africa, Colbyn Valley residents have elected to work together with other stakeholders to ensure the protection of this site. This study documents the processes that the residents undertook to protect the wetland. In this regard, local authorities can learn how to leverage stakeholder engagement to protect other sites. Importantly, the study found that the various stakeholders involved in the preservation of the Colbyn Valley Wetland were driven by different but interwoven interests. Thus, different interests need to be taken into consideration before protected areas adjacent to communities can be proclaimed. For example, the primary stakeholders - local residents who initiated the call to protect the Colbyn Valley Wetland – hold strong beliefs that the wetland must be preserved for ecosystem goods and services that it provides. Secondary stakeholders – the provincial government departments responsible for the management and protection of ecosystems – only acted when pressured by the local residents, despite their legal obligations to protect the site (as it carries so much value to the water provision of the city). The tertiary stakeholders – various voluntary institutions and people – elected to support the conservation effort due to the manner in which the local residents organised themselves and developed a vision for the site. / Environmental Sciences / M. Sc. (Environmental Science)

The aim of this study was to investigate the factors influencing household awareness and participation in domestic waste disposal and recycling, focusing on environmental educational (EE), wealth and location of suburb. The study was carried out in four suburbs in the Tshwane Metropolitan Area (TMA), namely Waterkloof, Lynnwood, Sunnyside and Mamelodi. A literature review was conducted, covering concepts of domestic waste management - waste prevention, collection, recycling and reuse, followed by household analysis using empirical data. The analysis shows that there is a low level of household awareness about the environmental implications of domestic waste management in TMA, and hence low level of participation in domestic waste sorting, disposal and recycling. Among relevant factors are the level of EE and income of the households across all suburbs. This calls attention to the need for strengthening EE not only in schools, but also in suburbs using both formal and informal outreach programmes. / Educational Studies / M. Ed. (Environmental Education)

The purpose of this study was to explore the experiences and practices of School Management Teams (SMTs) in the control and management of school bullying in the Tshwane West District of the Gauteng Province. This study came out of a global concern about the security and safety of learners in schools. While there is substantial international and national literature on violence in schools, South Africa continues to experience high levels of violence in schools more than ever before and this in the Tshwane West District is no exception. In this study, a mixed method approach was undertaken to explore the experiences and practices of SMTs in the controlling and managing of bullying in the Tshwane West District. The questionnaires and focus group interviews were used as research tools for data gathering to unpack the experiences of the SMTs. / Educational Leadership and Management / M. Ed. (Education Management)

This study aims to determine how School Management Teams (SMTs) are managing the issue of violence in their schools. Specifically, it sought to understand the different management strategies being used and whether SMTs have experienced challenges in implementing these strategies. Methodologically, the study sampled School Management Teams and teachers who are in schools of the Tshwane West Area using a non-probability sampling technique to collect information regarding the issue of violence management in schools using structured interviews. The interviews delved deeply into the psychological effects of violence, its prevention and some legal implications of managing violence in schools. Using thematic analysis, data collected was analysed and interpreted within the theoretical lenses of school violence. The study reached a number of conclusions and made several recommendations. In summary, violence in school requires urgent attention, SMTs and teachers are still struggling to curb an increasing number of sexual assaults and deaths as a result of violent activities in their schools. These challenges are mainly due to the problem of policy on school safety and its implementation within the management structure of schools. / Educational Management and Leadership / Ph. D. (Educational Management)

Hierdie studie het op die gevolge van gebrekkige ouerbetrokkenheid by leerders met fetale alkoholsindroom (FAS), soos ervaar deur onderwysers in die Wes-Kaap, gefokus. Daar is gebruik gemaak van ’n kwalitatiewe navorsingsproses waar nege in-diepte onderhoude met onderwysers gevoer is. Die onderwysers is gevra om hulle geleefde ervaringe te deel oor die gevolge van gebrekkige ouerbetrokkenheid asook die faktore wat ouers verhoed om aktief betrokke te raak by die opvoeding, dissiplinering en ondersteuning van hulle kinders met FAS. Die navorser wou juis onderwysers se ervaringe ondersoek, aangesien hulle bewus is van die gevolge van gebrekkige ouerbetrokkenheid en die invloed wat dit op ’n leerling met FAS mag hê. Geen navorsing wat spesifiek konsentreer op onderwysers se ervaringe van die gevolge van gebrekkige ouerbetrokkenheid in die Wes-Kaap is tans beskikbaar nie. Die voorkoms en voorkoming van fetale alkoholsindroom is ’n onderwerp wat nou baie aandag ontvang, alhoewel navorsing tot op hede selde op die betrokkenheid van ouers en die negatiewe gevolge van onbetrokke ouers op FAS leerders gefokus het. Die studie poog ook om lig te werp op die unieke uitdagings wat leerders met FAS ten opsigte van dissipline openbaar, asook onderwysers se ervaringe van leerders met FAS. Die invloed wat gebrekkige ouerbetrokkenheid op ’n leerder met FAS se gedrag en selfs die leerder se toekoms mag hê, word ook ondersoek. / This research project was done to determine what the consequences are for children with foetal alcohol syndrome (FAS) when their parents are uninvolved, as experienced by teachers in the Western Cape. A qualitative approach was used to conduct nine in-depth interviews with teachers. The teachers were asked to share their lived experiences about the consequences of parents being uninvolved as well as the factors that stop parents from being involved in their children’s schooling, disciplining and provision of support. The researcher aimed to investigate the experiences of teachers since they are aware of the consequences of lacking parental involvement and the influence it may have on a child with FAS. Currently, there is no research in the Western Cape that specifically centres around the teachers’ experiences of lacking parent involvement and the consequences thereof. Research has been done on the prevalence and prevention of FAS although little attention has been given to the role of a parent and their involvement and the possible negative consequences when the parents are uninvolved. The study also aimed to shed light on the unique challenges FAS learners pose in terms of discipline as well as the influences that a lack of parenting may have on a FAS child’s behaviour and consequently their future. / Olu phando lwenziwa ngenjongo yokuqwalasela iziqhamo zokuchaphazeleka butywala kubantwana abesesesibelekweni, le nto kuthiwa yifoetal alcohol syndrome (FAS) ngesiNgesi. Kwaqwalaselwa ezi ziqhamo kubantwana abasesikolweni, xa abazali babo bengathathi nxaxheba emfundweni yabo, ngokwamava eetitshala zephondo laseNtshona Koloni. Kwasetyenziswa uphando olusekelwe kwiingxoxo nokuzathuza, ngokuqhuba udliwano ndlebe olunzulu neetitshala ezilithoba. Ezi titshala zacelwa ukuba zibalise ngamava azo ngeziqhamo zokungazibandakanyi kwabazali kwakunye nezinto ezibangela ukuba bangazibandakanyi abazali ekufundeni kwabantwana babo, ekubaqeqesheni nasekubaxhaseni. Umphandi wayejolise ekuphandeni amava eetitshala kuba zona ziyazibona iziqhamo zokungazibandakanyi kwabazali nendlela le nto inokumchaphazela ngayo umntwana one-FAS. Sithetha nje, alukho uphando eNtshona Koloni olugxininisa kumava eetitshala malunga nokungazibandakanyi kwabazali neziqhamo zoko. Lukhona uphando olwenziweyo ngokuxhaphaka nokuthintela i-FAS kodwa ayikafumani ngqwalasela indima yomzali nokuzibandakanya kunye neziqhamo ezibi zokungazibandakanyi kwabazali. Olu phando lwalukwajolise ekuboniseni imingeni eveliswa ngabantwana abane-FAS xa beqeqeshwa, kunye nefuthe lokungabikho kwenkxaso yobuzali emntwaneni one-FAS kwisimilo sakhe nekamva lakhe. / Educational Studies / M. Ed. (Sosio-Opvoedkunde)