Schools today are entrusted with the duty of managing their funds in such a way that that the educational outcomes of the primary beneficiaries of these funds are maximised. This places more responsibility on the school governing bodies as the legal custodians of these funds, at local level, which need to be used economically, effectively and efficiently. To achieve this, school governing bodies need capacity in the form of appropriate skills and knowledge needed to connect school funding to educational outcomes. This study focuses on how capacity building for school governing body can contribute to value for money in school financial management. It sought to examine possible impediments to effective financial management, which result from the existing gaps in the current capacity building programmes and the financial management frameworks and procedures relating to school financial management. A qualitative research methodology involving in-depth interviews with members of governing bodies and Circuit officials was followed to examine the problem and possible improvement strategies. Themes that emerged from the data include, comprehensiveness, duration and frequency of the training programme, competency of training facilitators, monitoring, assessment and evaluation and other follow-up modalities, presentation style of the training facilitators, internal records and audited financial statements, the involvement of senior officials in school financial management, and the effectiveness of financial management. Findings suggested that, training of SGBs in financial management is inadequate, training facilitators lack requisite skills, the duration of the training for SGBs is short, the training programme is not provided frequently, the training programme’s presentation style is ineffective, mismatch between internal records and audited financial statements, lack of support and monitoring by circuit officials in the schools’ financial management, questionable conduct of external auditors, and ineffective cluster approach by SGBs. / Educational Leadership and Management / M. Ed. (Education Management)

The importance of a collaborative engagement between parents and teachers in order to enhance learning in the classroom is so great that the two parties seem inseparable. In this study the teachers indicated that they need the assistance of the parents of the learners whom they teach for them to do well. On the other hand, the parents are also keen to lend a helping hand, since it is the future of their children which is at stake. The challenge that emerges from this situation is that, more often, there is a breakdown in communication. The teachers and parents blame each other, especially when the learners do not perform well at the end of a year. The teachers will say the parents did not do anything to help their children with their schoolwork, while the parents will insist that the teachers failed to do their work. It is of utmost importance to stop the blame-game, but rather to seek ways in which both groups can help the learners to do well in the classroom. The teachers need to inform the parents how they (the teachers) expect them to play their part in helping their learners with their schoolwork. Informing parents about their roles and how they may play them is very important, because then the parents will be able to meet the teachers’ expectations, whereby teaching and learning will be facilitated. The ultimate beneficiaries will be the learners, because they will receive education which is well-coordinated by both the teachers and the parents. The collaboration between teachers and the parents will be guided because the kind of parental involvement will be an informed one. The engagement between teachers and parents will yield good results, because in the process they will help each other to find strategies that will assist the learners in the classroom. This study intends to ascertain from the teachers how they expect the parents to help their children with their schoolwork. It seeks to establish what the teachers’ perceptions are regarding parental involvement, that is, what they think it is, and how they think it should be. Two teachers from two primary schools in the Mogalakwena District of Limpopo Province were used in order to collect the data. These teachers clearly indicated that, indeed, the parents can be of great help, because they can touch some aspects that the teachers cannot reach in the lives of the learners. x They, however, also suggested ways in which the parents are supposed to help their children with schoolwork. The study also explored ways how the roles that the parents must play are communicated to the parents. The researcher’s aim was to explore the teachers’ expectations of parental involvement, and also possible ways in which it can be communicated to the parents.Recommendations were made to the policymakers to refer to when they draw up policies for the governance of schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The importance of a collaborative engagement between parents and teachers in order to enhance learning in the classroom is so great that the two parties seem inseparable. In this study the teachers indicated that they need the assistance of the parents of the learners whom they teach for them to do well. On the other hand, the parents are also keen to lend a helping hand, since it is the future of their children which is at stake. The challenge that emerges from this situation is that, more often, there is a breakdown in communication. The teachers and parents blame each other, especially when the learners do not perform well at the end of a year. The teachers will say the parents did not do anything to help their children with their schoolwork, while the parents will insist that the teachers failed to do their work. It is of utmost importance to stop the blame-game, but rather to seek ways in which both groups can help the learners to do well in the classroom. The teachers need to inform the parents how they (the teachers) expect them to play their part in helping their learners with their schoolwork. Informing parents about their roles and how they may play them is very important, because then the parents will be able to meet the teachers’ expectations, whereby teaching and learning will be facilitated. The ultimate beneficiaries will be the learners, because they will receive education which is well-coordinated by both the teachers and the parents. The collaboration between teachers and the parents will be guided because the kind of parental involvement will be an informed one. The engagement between teachers and parents will yield good results, because in the process they will help each other to find strategies that will assist the learners in the classroom. This study intends to ascertain from the teachers how they expect the parents to help their children with their schoolwork. It seeks to establish what the teachers’ perceptions are regarding parental involvement, that is, what they think it is, and how they think it should be. Two teachers from two primary schools in the Mogalakwena District of Limpopo Province were used in order to collect the data. These teachers clearly indicated that, indeed, the parents can be of great help, because they can touch some aspects that the teachers cannot reach in the lives of the learners. x They, however, also suggested ways in which the parents are supposed to help their children with schoolwork. The study also explored ways how the roles that the parents must play are communicated to the parents. The researcher’s aim was to explore the teachers’ expectations of parental involvement, and also possible ways in which it can be communicated to the parents.Recommendations were made to the policymakers to refer to when they draw up policies for the governance of schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The study’s purpose was to explore the components of pedagogical content knowledge (PCK) for teaching quadratic function in Grade 10 mathematics classrooms in Mogalakwena district, Limpopo. The study was mainly guided by Shulman’s PCK and it was categorised as content knowledge, knowledge of the curriculum, knowledge of learners and knowledge of teaching strategies. The researcher employed a qualitative case study research design to explore the teaching of three purposefully selected Grade 10 mathematics teachers regarding their knowledge of quadratic function, strategies employed to teach quadratic function and knowledge of Grade 10 mathematics learners in quadratic function. In this study the researcher argued that PCK strands are interwoven, and in order to teach mathematical concepts, such as quadratic function, effectively teachers should employ components of PCK to complement one another. Data were gathered by lesson observation and interviews. Findings revealed that concepts of quadratic function are inefficiently addressed in Grade 10 due to teachers’ lack or inadequacy in some aspects of PCK. Therefore, there is need to develop mathematics teachers’ PCK in the Mogalakwena district to enhance their teaching of Grade 10 quadratic function. / Mathematics Education / M. Ed. (Mathematics Education)

Thesis (M. Sc. Agriculture (Animal Production)) -- University of Limpopo, 2021 / The study was carried out to determine the concentration levels of mercury (Hg), lead (Pb), cadmium (Cd), chromium (Cr), nickel (Ni) and zinc (Zn) in water, soil, witbuffels grass and meat of goats reared along the river banks of Middle Olifants (Mogalatsana village) and Mogalakwena (Papegaai village) rivers. The samples were collected from the river water, soils along the river banks, grass grown along the river banks and male Pedi goats reared in Mogalatsana and Papegaai villages. The samples were analysed for the selected heavy metals with an inductively coupled plasma mass spectroscopy (ICP-MS). Data was analysed as in a complete randomised design. The results of selected heavy metals in water of both rivers ranged from 0.00 mg/litre of water (Ni and Cr) to 0.04 mg/litre of water (Hg). The concentration levels of selected heavy metals in water were similar (P>0.05) for Middle Olifants and Mogalakwena rivers. The concentration levels of selected heavy metals in the soils along the banks of Middle Olifants and Mogalakwena rivers ranged from 0.00 mg/kg DM soil (Hg and Cd) to 63.70 mg/kg DM soil (Cr). There were similar (P>0.05) concentration levels of selected heavy metals in the soils along the banks of Middle Olifants and Mogalakwena rivers. Heavy metal concentration levels in the witbuffels grass grown along the banks of Middle Olifants and Mogalakwena rivers ranged from 0.00 mg/kg DM of grass (Hg and Cd) to 5.05 mg/kg DM of grass (Zn). Similar (P>0.05) concentrations of selected heavy metals were observed in witbuffels grass grown along the banks of Middle Olifants and Mogalakwena rivers. However, the concentration levels of Zn, Pb and Cd in water from both sites were above internationally maximum permissible levels, indicating that the water from these rivers was not safe for drinking by humans and animals. The concentration levels of Ni and Pb in soils from both sites were above internationally recommended maximum permissible limits. Similarly, chromium concentration levels in witbuffels grass from both sites were above the recommended maximum permissible limits for livestock, indicating that the grass was not safe for consumption by livestock. It is recommended that further studies be conducted to ascertain these findings. Blood, liver, kidney and meat samples of yearling male Pedi goats grazing along the banks of Middle Olifants river (Mogalatsana village) had similar (P>0.05) Cr, Cd, Hg, Ni and Pb concentration levels, respectively. However, goat liver samples had higher (P<0.05) Zn concentrations than meat, kidney and blood samples. Samples of goat v meat contained higher (P<0.05) Zn concentrations than those of kidneys and blood. Similarly, goat kidney samples contained more (P<0.05) Zn than blood samples. Blood, liver, kidney and meat samples of Pedi goats grazing along the banks of Mogalakwena river (Papegaai village) contained similar (P>0.05) concentration levels of Cr, Cd, Hg, Ni and Pb, respectively. However, goat meat samples contained higher (P<0.05) Zn concentrations than liver, kidney and blood samples. Samples of goat liver contained higher (P<0.05) Zn concentration levels than kidney and blood samples. Similarly, goat kidney samples contained more (P<0.05) Zn than blood samples. Meat, blood, liver and kidney samples of male Pedi goats raised in Mogalatsana and Papegaai villages had similar (P>0.05) chromium, cadmium, mercury, nickel and lead concentrations, respectively. However, liver and kidney samples of goats from Mogalatsana village had higher (P<0.05) zinc levels than those from Papegaai village. Blood and meat samples of goats from Papegaai village had higher (P<0.05) zinc levels than those from Mogalatsana village. The concentration levels of Zn, Ni, Pb, Cr and Cd in the blood, liver, kidney and meat samples of male Pedi goats reared along the banks of Middle Olifants and Mogalakwena rivers were within the maximum permissible levels for human consumption. Mercury concentration levels in liver, kidney and meat samples of the goats were within the maximum permissible levels for human consumption. However, mercury concentration levels in the blood of goats grazing along the banks of Middle Olifants and Mogalakwena rivers were above the maximum permissible limit of 0.2 mg/litre of blood. It was concluded that meat, livers and kidneys of the goats were fit for human consumption. However, blood from these goats was not fit for human consumption.