The purpose of the study was to investigate knowledge practices in Nkangala District Municipality (NDM), situated in the Mpumalanga Province, South Africa. The objective of the study was to discover NDM managers’ level of understanding participation and establish any challenges of knowledge sharing in NDM. This study employed qualitative research method. An interview guide was designed to collect data through in-depth interviews. To determine the number of participants for the interview, stratified and purposive sampling methods were used. The study established that there is little knowledge and understanding of the knowledge sharing concept by NDM managers, hence, it is not formally recognised by the institution. However, managers acknowledged that knowledge sharing could play a huge role in improving service delivery. The study recommends that NDM should consider introducing the knowledge sharing concept, through the establishment of a knowledge sharing section. A culture of knowledge sharing could be developed through the development of knowledge sharing policies, which should be aligned to the Integrated Development Planning (IDP) process of NDM. In addition, the study recommends an upgrade on the existing ICT infrastructure and internet connection, especially in rural municipalities. This will ensure that ICT fully supports knowledge sharing activities. The study suggested that an additional study is conducted to establish knowledge sharing practices among the lower level staff members of NDM. / Information Science / M.A.(Information Science)

INTRODUCTION The high staff turnover and high rates of absenteeism in health professionals poses an alarming challenge in the Public Health Facilities in the Nkangala Health District of Mpumalanga province. This could lead to the quality of care to patients being compromised. The Human Resource Directorate within the Department of Health has introduced a formal induction and orientation process in the health facilities for new staff which should assist with the retention of staff and enhance their productivity. PURPOSE OF THE STUDY The purpose of this research study was to evaluate the effectiveness of the Human Resource Management unit in implementing the induction and orientation programme for newly appointed health professionals at the Nkangala Health District of Mpumalanga Province. METHODS The study method is quantitative in nature using an observational descriptive design with the minor qualitative component for detailing the quantitative findings. Stratified random sampling was used to select the respondents from the Persal database of 2006-2007. Two hundred and three respondents participated in this study. The Persal database is the human resource database used for managing the personnel records of all permanent employees. A self-administered questionnaire was developed to collect data from the health care professionals at the Thembisile and JS Moroka health facilities in the Nkangala Health District in Mpumalanga. The exposure variable was the implementation of the induction and orientation programme. The outcome variable was the measurement of the effective implementation of the induction and orientation programme. The questionnaire consisted of open- and closed-ended questions covering demographic data and organisational characteristics related to the objectives of the study. The validation of the questionnaire was done in consultation with the Human Resource Development unit of the Nkangala Health District through a pilot study. The data was collected using Microsoft Excel and analysed using SPSS statistical software. RESULTS The data was categorised and interpreted according to the respondents’ views. The findings were presented using categorical variables of medical doctors, allied health professionals, nursing staff and health facility managers. The site questionnaire was based on the Departmental Transformation Unit tool to assess the 6 variables being purpose, empowerment, relationships and communications, flexibility, optimal productivity, recognition and morale relating to the performance of health facilities. MS Excel was used to consolidate the views of the respondents in relation to the implementation of induction and orientation programme which did not benefit the medical doctors and allied health professionals as they were not assigned with mentors. DISCUSSION This study identified the most important interventions and support that newly employed health professionals expected in their career development. The induction and orientation programmes are used interchangeably by the Human Resource Department - hence, there was no formal induction process conducted. The induction and orientation process is not being evaluated to review the programme. The facility managers’ participation in the study assisted with their supportive roles in the career development of the health professionals. CONCLUSION It is hoped that the findings of this study will be of benefit to the Health Professionals in the Department of Health, Mpumalanga Province, South Africa. In addition, the study assessed the Management of Career Development programme which is used by the Department of Health in Mpumalanga Province to strengthen the induction and orientation programme of health professionals. / Thesis (M.Med.)-University of KwaZulu-Natal, Durban, 2010.

The purpose of this study was to investigate the socio-economic impact of learners’ achievement at public schools in Nkangala District in the Mpumalanga Province. The benefits of the study were highlighted within the narrative of the study. The study was qualitative in nature and included a literature study, observations and semi structured interviews. It was discovered from the data that the socio- economic conditions in the district, the learners’ home environment, the school environment and the Department of Education impacted on learners’ achievement. Based on the findings, recommendations were made for improvements to assist in addressing the socio economic impact on learners’ achievement. / Educational Management and Leadership / M. Ed. (Education Management)

The purpose of this study was to investigate the socio-economic impact of learners’ achievement at public schools in Nkangala District in the Mpumalanga Province. The benefits of the study were highlighted within the narrative of the study. The study was qualitative in nature and included a literature study, observations and semi structured interviews. It was discovered from the data that the socio- economic conditions in the district, the learners’ home environment, the school environment and the Department of Education impacted on learners’ achievement. Based on the findings, recommendations were made for improvements to assist in addressing the socio economic impact on learners’ achievement. / Educational Leadership and Management / M. Ed. (Education Management)

As female adolescents go through the transition phase of adolescence, they respond to a variety of factors influencing their sexual development, for instance, cultural practices, socioeconomic status, media exposure, internet access, increased autonomy to explore their sexuality, as well as quality of care, guidance and supervision by primary caregivers. If they do not get enough guidance from caregivers, teachers or medical clinics, adolescents often fall pregnant. The consequences of unexpected pregnancies prove to be negative on intrapersonal as well as interpersonal levels. There is a need to reduce such pregnancies to give adolescents a better chance in life and to enhance optimal development on individual, social, emotional and moral levels. This study explored female adolescents’ experiences and perceptions of teenage pregnancy in Belfast, Mpumalanga, in South Africa. The researcher tried to make a positive contribution towards reducing the incidence of teenage pregnancy in South Africa, especially in rural, farm and semi-urban settings, through an inductive study of African female adolescents in selected secondary schools. Data were collected through individual in-depth audio-recorded semi-structured interviews with 20 African adolescent girls who were purposefully selected for the study. The researcher used Tesch’s method of analysis to analyse the data collected and to deduce themes and categories. Adolescents mostly fell pregnant, because of changes in sexual interest, emotional experiences, social development dynamics, adolescent thinking patterns and failure to use contraceptives. Teenage pregnancy affected the life-world of adolescents by influencing negatively on their physical health, psycho-emotional wellbeing, moral behaviour, social and school lives. The researcher established that the adolescents, their families, communities and society would continue to face the adverse outcomes of teenage pregnancy if the rates of teenage pregnancy remained unabated. The study therefore recommended collaborative efforts of adults in various governmental and private spheres for prevention of teenage pregnancy and for support of adolescent mothers and their babies during and after early-unexpected pregnancies. Some of the recommendations were: national awareness campaigns to curb teenage pregnancies; the review of the Life Orientation curriculum by the Department of Basic Education; the re-orientation of health delivery services; the positive inputs of teachers and schools; and a re-orientation of the responsibilities of primary caregivers and other adults / Psychology of Education / D. Ed. (Psychology of Education)

This study focuses on the South African principals’ perceptions of shared leadership and its relevance for school discipline. In a mainly qualitative investigation, empirical data from ten secondary schools in the Nkangala District of the Mpumalanga Province were collected by means individual interviews and observation. These data were analyzed in accordance with accepted procedures for qualitative data processing. The preponderance of evidence collected in this study indicates that school principals indirectly contribute to school effectiveness and learner achievement through actions they take to influence what happens in the schools and classrooms. The skillful leadership of school principals is a key contributing factor when it comes to explaining successful change, school improvement, or school effectiveness. Schools should provide a stable, caring environment for all learners, irrespective of whether they are working with support or indifference of families. The role of the schools in relation to learners’ cultural and social differences should be supportive. Shared leadership is regarded as the state or quality of mutual influence in which team members disperse the leadership role through the group, participate in the decision-making processes, fulfill functions traditionally reserved for hierarchical leaders, and when appropriate, provide guidance to others to achieve group goals and objectives. The relevant stakeholders should work collaboratively in the education of learners. Principals and educators must understand that their traditional roles have changed and improved organizational teamwork will be fostered by all members of the learning community assuming decision-making roles. For the haul of school improvement school principals have to develop and expand their leadership repertoires. The collaborative process in shared school leadership should offer the opportunity for educators, learners, parents and the other stakeholders to study, to learn about shared leadership and also to share and to enact leadership. The management of discipline in schools is central to effective teaching and learning. A school that does not have an effective discipline policy (that includes strategies and support mechanisms that are available to all the members of the school community) and that does not maintain a climate of sound discipline, will not function as a centre for teaching and learning. The process of implementing a discipline policy should involve collaborative decision-making. All relevant stakeholders of the school community should have the opportunity to participate in the decision-making process. The study confirmed most of the views found in the existing body of knowledge on shared leadership and its relevance for school discipline. In the thesis, detailed attention is paid to the challenges those principals who were interviewed, experienced, and to the perceived origin of those challenges and suggested solutions. To conclude the study, a model for exercising sound school discipline through shared school leadership, including ten strategies to promote the implementation of shared school leadership in secondary schools, were proposed. / Educational Leadership and Management / D. Ed. (Education Management)

This study focuses on the South African principals’ perceptions of shared leadership and its relevance for school discipline. In a mainly qualitative investigation, empirical data from ten secondary schools in the Nkangala District of the Mpumalanga Province were collected by means individual interviews and observation. These data were analyzed in accordance with accepted procedures for qualitative data processing. The preponderance of evidence collected in this study indicates that school principals indirectly contribute to school effectiveness and learner achievement through actions they take to influence what happens in the schools and classrooms. The skillful leadership of school principals is a key contributing factor when it comes to explaining successful change, school improvement, or school effectiveness. Schools should provide a stable, caring environment for all learners, irrespective of whether they are working with support or indifference of families. The role of the schools in relation to learners’ cultural and social differences should be supportive. Shared leadership is regarded as the state or quality of mutual influence in which team members disperse the leadership role through the group, participate in the decision-making processes, fulfill functions traditionally reserved for hierarchical leaders, and when appropriate, provide guidance to others to achieve group goals and objectives. The relevant stakeholders should work collaboratively in the education of learners. Principals and educators must understand that their traditional roles have changed and improved organizational teamwork will be fostered by all members of the learning community assuming decision-making roles. For the haul of school improvement school principals have to develop and expand their leadership repertoires. The collaborative process in shared school leadership should offer the opportunity for educators, learners, parents and the other stakeholders to study, to learn about shared leadership and also to share and to enact leadership. The management of discipline in schools is central to effective teaching and learning. A school that does not have an effective discipline policy (that includes strategies and support mechanisms that are available to all the members of the school community) and that does not maintain a climate of sound discipline, will not function as a centre for teaching and learning. The process of implementing a discipline policy should involve collaborative decision-making. All relevant stakeholders of the school community should have the opportunity to participate in the decision-making process. The study confirmed most of the views found in the existing body of knowledge on shared leadership and its relevance for school discipline. In the thesis, detailed attention is paid to the challenges those principals who were interviewed, experienced, and to the perceived origin of those challenges and suggested solutions. To conclude the study, a model for exercising sound school discipline through shared school leadership, including ten strategies to promote the implementation of shared school leadership in secondary schools, were proposed. / Educational Leadership and Management / D. Ed. (Education Management)

Morero oa thuto e ne e le ho hlahloba hore na hobaneng matichere a maemo a phahameng a hokahanya kapa a sa kopanye thuto ea tikoloho ho ruteng le ho ithuteng. Sepheo sa thuto ena e ne e le tsebo ea mosuoe mabapi le thuto ea tikoloho, maano a ho a sebelisa, liphephetso le menyetla e fumanoeng ha ba tlameha ho kopanya thuto ea tikoloho. Boithuto bo amohetse mokhoa oa ho etsa lipatlisiso oa boleng, thuto ea linyeoe le paradigm ea lipatlisiso. Lintlha tsa boleng li ile tsa bokelloa ho sebelisoa lipuisano le boithuto ba lithuto. Matichere a mararo a nkile karolo thutong ena. Pseudonyms e ne e sebelisoa ho sireletsa boitsebiso ba bona. Mokhoa oa typology o sebelisitsoe ho sekaseka metheo ea data lipotsong tsa lipatlisiso, lihlooho, sebopeho sa mohopolo, tlhahlobo ea lingoliloeng le boiphihlelo ba motho oa mofuputsi. Lintlha tsohle tse bokelletsoeng, li ile tsa hlahlojoa le ho hlalosoa e le nyeoe e le ‘ngoe. Phuputso e senotse hore thuto ea tikoloho ha e kopantsoe ka katleho, matichere a hokahanyang le tse sa kopaneng li bile le mathata le hore matichere ha a na tsebo e lekaneng mabapi le ho kopanngoa ha thuto ea tikoloho. Ka hona, ho khothalletsoa hore sekolo mmoho le matichere ba hlahise mananeo a thuto a tikoloho ka bophara le ho fan aka maikutlo a mekhoa e ka sebelisoang ho ntlafatsa maano a bona a ho ruta ho kopanya thuto ea tikoholo ka nepo. / Injongo yesifundo yayikukuphonononga ukuba kutheni kwaye kutheni ootitshala benqanaba eliphakamileyo bedibanisa okanye bengadibanisi imfundo yendalo ekufundiseni nasekufundeni. Ugxininiso kolu phando lwalukwimfundo katitshala malunga nemfundo yendalo esingqongileyo, iindlela zokufundisa ezisetyenzisiweyo, imiceli mngeni kunye namathuba afunyanwa xa kufuneka edibanise imfundo yendalo. Uphononongo lwamkele indlela yophando esemgangathweni, uyilo lwamatyala kunye nepharadigm yophando. Idatha yolwazi yaqokelelwa kusetyenziswa udliwanondlebe kunye nokujonga izifundo. Ngootitshala abathathu abathathe inxaxheba kolu phando. I-pseudonyms yasetyenziswa ukukhusela ubuqu babo. Indlela yokuchwetheza isetyenziselwe ukuhlalutya iziseko zedata kwimibuzo yophando, imixholo, isikhokelo sekhonkco, uphononongo loncwadi kunye namava obuqu omphandi. Yonke idatha eqokelelweyo, yahlalutywa kwaye itolikwa njengecala elinye. Olu phando luveze ukuba imfundo yendalo esingqongileyo ayihlangananga kakuhle, ootitshala abadibanisa kunye nabangazidibanisi nemiceli mngeni kwaye ootitshala abanalwazi lwaneleyo malunga nokudityaniswa kwemfundo yendalo esingqongileyo. K ngoko kucetyiswa ukuba isikolo kunye nabafundisi-ntsapo bazise iinkqubo zokufunda zokusingqongileyo kwaye bacebise ngeendlela ezinokuthi zisetyenziselwe ukuphucula izisetyenziselwe ukuphucula izicwangiso zabo zokufundisa ukulungiselela ukudityaniswa kwemfundo yendalo esingqongileyo ngempumelelo. / The aim of the study was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning. The focus of this study was on teacher’s knowledge about environmental education, instructional strategies used and challenges and opportunities experienced when they have to integrate environmental education. The study adopted a qualitative research method, case study design and an interpretative research paradigm. Qualitative data was collected using interviews and lesson observations. Three teachers participated in this study. Pseudonyms were used to protect their identities. A typology approach was utilised to analyse data based on the research questions, themes, conceptual framework, literature review and the personal experience of the researcher. All data collected was analysed and interpreted as a single case using. The study revealed that environmental education is not integrated effectively, teachers who integrate and those that do not integrate encountered challenges and that teachers have inadequate knowledge about the integration of environmental education. Therefore, it is recommended that the school together with teachers introduce continuous environmental education programmes and suggests approaches that can be used to improve their instructional strategies to enable the intergration of environmental education effectively. / Science and Technology Education / M. Ed. (Environmental Education)

As a national key priority programme, land reform acts as a driving force for rural development and building the economy of the country. In order for land reform to contribute to sustainable livelihoods for land reform beneficiaries, it must be supported by diversified programmes of pre- and post-settlement support of agrarian reform in a non-centralised and non-bureaucratic manner. Post-settlement support in the context of South African land reform refers to post-transfer support or settlement support given to land reform beneficiaries after they have received land. Support services, or complementary development support, as specified in the White Paper of the South African Land Policy of 1996, include assistance with productive and sustainable land use, agricultural extension services support, infrastructural support, access to markets and credit facilities, and agricultural production inputs. Government’s mandate is, however, not only restricted to the redistribution of land or making land more accessible. It is also responsible for empowering beneficiaries and for creating an effective support foundation to ensure that sustainable development takes place, specifically in the rural areas of the country. In practice, sustainable development entails that, for land reform to be successful, the quality of life of beneficiaries must improve substantially and the acquired land must be utilised to its full commercial potential, after resettlement on claimed land has occurred. Therefore, an effective post-settlement support strategy and model must be set in place. The Department of Rural Development and Land Reform (DRDLR) and the Department of Agriculture, Rural Development and Land Administration (DARDLA) are the key departments that have been mandated to implement the Land Reform Programme (LRP). DRDLR is responsible for facilitation of the land acquisition (pre-settlement support) and DARDLA for post-settlement support, ensuring that the land or farms that have been delivered or acquired by land beneficiaries are economically viable. Without post-settlement support, land reform will not yield to sustainable development and nor improve the quality of life of rural people. There is, however, little or no evidence to suggest that land reform has led to improved efficiency, improvement of livelihoods, job creation or economic growth. Against this background, the study investigated and unlocked the key challenges related to the post-settlement support of the LRP, with emphasis on the agricultural support programmes rendered by the DARDLA in Mpumalanga Province to land reform beneficiaries. It further examined how such support impacts on the sustainability of the LRP, and made recommendations to the management of the Department on what could be done to further improve post-settlement support to land reform projects towards achieving the objective of sustainable development. / M Public Administration, North-West University, Potchefstroom Campus, 2014

As a national key priority programme, land reform acts as a driving force for rural development and building the economy of the country. In order for land reform to contribute to sustainable livelihoods for land reform beneficiaries, it must be supported by diversified programmes of pre- and post-settlement support of agrarian reform in a non-centralised and non-bureaucratic manner. Post-settlement support in the context of South African land reform refers to post-transfer support or settlement support given to land reform beneficiaries after they have received land. Support services, or complementary development support, as specified in the White Paper of the South African Land Policy of 1996, include assistance with productive and sustainable land use, agricultural extension services support, infrastructural support, access to markets and credit facilities, and agricultural production inputs. Government’s mandate is, however, not only restricted to the redistribution of land or making land more accessible. It is also responsible for empowering beneficiaries and for creating an effective support foundation to ensure that sustainable development takes place, specifically in the rural areas of the country. In practice, sustainable development entails that, for land reform to be successful, the quality of life of beneficiaries must improve substantially and the acquired land must be utilised to its full commercial potential, after resettlement on claimed land has occurred. Therefore, an effective post-settlement support strategy and model must be set in place. The Department of Rural Development and Land Reform (DRDLR) and the Department of Agriculture, Rural Development and Land Administration (DARDLA) are the key departments that have been mandated to implement the Land Reform Programme (LRP). DRDLR is responsible for facilitation of the land acquisition (pre-settlement support) and DARDLA for post-settlement support, ensuring that the land or farms that have been delivered or acquired by land beneficiaries are economically viable. Without post-settlement support, land reform will not yield to sustainable development and nor improve the quality of life of rural people. There is, however, little or no evidence to suggest that land reform has led to improved efficiency, improvement of livelihoods, job creation or economic growth. Against this background, the study investigated and unlocked the key challenges related to the post-settlement support of the LRP, with emphasis on the agricultural support programmes rendered by the DARDLA in Mpumalanga Province to land reform beneficiaries. It further examined how such support impacts on the sustainability of the LRP, and made recommendations to the management of the Department on what could be done to further improve post-settlement support to land reform projects towards achieving the objective of sustainable development. / M Public Administration, North-West University, Potchefstroom Campus, 2014