Institute for Rural Development / PhDRDV

Department of Geography and Geo-Information Sciences / MENVSC / The focus of the study is on the comparative assessment of Rural Development Programmes between Sidou and Malavuwe Village within Ward 22 of the Thulamela Municipality. The study aims to investigate the gap that exists between effective programme implementation and less effective programme implementation in rural areas. To achieve this, the study uses Malavuwe Village as a control village and Sidou Village as an experiment village. The study found that there was a discrepancy in service delivery between the two villages; more services were delivered effectively at Malavuwe than at Sidou Village. The study further investigates the causes of this discrepancy in service delivery between the two villages and also suggests feasible approaches that can be employed by the Thulamela Municipality to enhance programme implementation and service delivery within the study area. The study found that Sidou Village lacked community services such as clinics, high schools, community halls, sporting facilities and income generating community projects. On the contrary, Malavuwe Village had most community services. Based on the findings of the study, it is recommended that the Thulamela Municipality should ensure thorough provision of services and encourage community participation through consultation and partnership at Sidou Village. Such an approach will be bottom-up and will encourage community members at Sidou Village to be actively involved in the prioritisation and implementation of vital services, thus raising the socioeconomic conditions and infrastructure development in the village

MRDV / Institute for Rural Development / The study was carried out to assess the community-perceived determinants of access to land for development in Mutale Local Municipality. It was conducted in the Makuya and Mutele Traditional Authority areas of the former Mutale Local Municipality. All the views relating to access to land for housing, agriculture and business development expressed during the Vhembe District Land Development Summits and Forum meetings held in 2008, 2010 and 2014 were consolidated. Using this information, a questionnaire comprising entirely closed-ended answers requiring responses on a Likert-type scale of 1 (strongly agree) to 5 (strongly disagree) was prepared. The questionnaire was administered through focus group discussions in community workshops during which youth (male and female), women, men and community leaders were the respondents. Open-ended questions were also administered focusing on the factors hindering or enabling access to land, and solutions that the community perceived needed to be taken. Mean and mode for each response were calculated. Chi-Square tests for association were conducted to determine whether there was any association in the responses obtained from the traditional authority areas. Kruskal Wallis and Mann-Whitney tests were conducted to determine the level of agreement of perceptions respondents with Vhembe district land development summits resolutions among youth, adults and community leaders. There were no statistically significant differences (P > 0.05) in perception of issues relating to access to land for housing, agriculture and business development of land development. Thus, the issues are real and should form a solid basis for planning interventions that might unlock access to land for different types of uses. Moreover, improving transparency and deepening community participation and consultation over classification and sale of unoccupied land could minimise the likelihood of potential land conflict.

MA (Linguistics) / Department of Communication and Applied Linguistics / The purpose of this study is to investigate the content of the Further Education and Training (FET) Phase Home Language (HL) Curriculum and Assessment Policy Statement (CAPS). The Tshivenḓa HL content was translated from English for teaching and learning purposes. The study adopted both the qualitative and quantitative approaches in order to attain holistic results. Data was collected through the use of questionnaires from educators and subject advisors. Document analysis was also used (by analysing CAPS documents). The findings of this study will benefit the South African society, especially the Tshivenḓa HL educators and learners. The educators believed that the Tshivenḓa newspapers articles are not well-taught because they are not available in Tshivenḓa and educators did not know how to prepare them. The study also revealed that there are no prefixes but suffixes for formulating antonyms in the Tshivenḓa HL, however both are found in the English HL. Furthermore, educators complained about the shortage of film study resources in literature which the department of education delivers late. The findings of the study suggest that Tshivenḓa newspapers should be reintroduced as they aid learning for learners, and enable educators to plan their lessons. Prefixes in the Tshivenḓa HL should be introduced so that learners are able to attach them in their words, similar to what do they do in the English HL. In addition, ample resources for HL literature such as textbooks, Television sets (TV), overhead projectors for film study, and other resources should be delivered timely. / NRF

MAdmin / Department of Public and Development Administration / The study focusses on the challenges militating against community participation on the Integrated Development Plan (IDP) process in Thulamela Local Municipality (TLM) and to find strategies to be used to enhance community participation on Integrated Development Plan. The study is based on matters of community participation and IDP in order to find out how community participation in the municipalities can influence the planning process in an integrated manner. The Constitution of the Republic of South Africa, 1996 (Act No. 108 of 1996) mandates local government to encourage the involvement of communities and community organisations in the matters of local government. IDP is the rightful platform to fulfil the aforementioned mandate in the local government. In this study, the researcher made use of a mixed research method where both qualitative and quantitative research methods are used. The research is qualitative in nature, but the quantitative method is also used in data interpretation, because data collected was based on the views and opinions of a large number of respondents and the analysis of results based on statistical significance. The researcher used the non-probability sampling and its subtype purposive sampling method to select the participants in this study. Questionnaires, interviews as well as literature were used to gather data in this research. Two types of data analysis were used when analysing the data. For data collected through interview, the researcher used thematic analysis (Narrative form) and for data collected through questionnaire, the researcher used International Business Machinery (IBM)- Statistical Product in Service Solutions (SPSS) Statistics V25. The researcher followed research ethics before conducting the study. The major findings of the study are: • The study found out that 38 (76%) of the respondents agreed that community members actively participate in IDP process. This is an indication that community members of Thulamela Local Municipality actively participate in IDP process. • The researcher found out that the majority of the respondents at 45 which constitutes 90% agreed that active community participation in IDP process plays an important role in the improvement of the basic service delivery. • The researcher found out that majority of the respondents at 35 which constitutes 70% of the respondents in the study agreed that community members are well informed about different types of participation in IDP process. • The researcher found out that majority of the respondents at 38 which constitutes 76% of the respondents in the study disagreed that there are enough resources to capacitate community members in order to participate actively in IDP process. v The main recommendations are: • The researcher recommends that community members should take a share of responsibility to actively participate in IDP process. Thus, the community members should consider it necessary that they strive to make community participation on IDP process fashionable. • The researcher recommends that there should be active community participation in IDP process because it plays an important role in the improvement of basic service delivery. Community participation in IDP process needs to be active for the basic service delivery to be improved. • The researcher recommends that community members should be well informed about different types of participation on IDP process. It is the responsibility of the municipality to inform community members about different types of community participation that they can use to participate in IDP process. • The researcher recommends that the municipality should make enough resources to capacitate community members in order to participate actively in IDP process available. The municipality should embark on a journey to raise funds either from other government sectors and/or private sectors. / NRF

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

The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)

This study aims at examining capacity building for Foundation Phase Mathematics teachers in curriculum differentiation in Limpopo Province. Proceeding within the framework of inclusive education, it takes as its point of departure two issues which are collectively critical for learner performance in Mathematics, namely, teacher capacity and differentiated instruction. The study revolves around the view that for improved learner achievement in Mathematics, particularly in lower grades, instructional practices aimed at supporting learners should be differentiated; and, that for this to be possible, teachers should be equipped with the capacity needed to carry out curriculum differentiation. This view emerges from the convergence of three problems which constitute the motivation for conducting this study. The first problem is poor learner achievement in Mathematics in South Africa, which is a subject dominating the public media and scientific discourse. The second problem is a documented general lack among teachers of appropriate knowledge, skills and attitudes needed for modification and adaptation of curriculum to the differentiated needs of learners. The last problem is the changing curriculum policy context in which teachers work as represented by the current national curriculum policy taking place against the backdrop of the broader South African education transformation agenda, geared towards inclusion. Underlying these problems is the recognition of curriculum as constituting one of the barriers to inclusive education.Based on an assumption that poor performance of learners in the Foundation Phase Mathematics is due to teachers’ inability to differentiate curriculum and their lack of the necessary capacity, this study adopts a qualitative research design and follows a qualitative approach to examine the problem. Data was collected by means of interviews, observations and document analysis. Twelve Mathematics teachers from three purposively selected schools and one curriculumadvisor from one circuit participated in the study. Data were analysed by means ofBraun and Clarke’s method of thematic analysis. The results present the challenges that Foundation Phase Mathematics teachers face, which include inability to respond to learner diversity and inadequate training in curriculum differentiation. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of the study was to explore the implementation of the curriculum and assessment policy statements in the selected primary schools in Limpopo Province. An empirical investigation following qualitative approach was carried out to investigate the views of teachers from two primary schools in Capricorn District. Two curriculum advisors were interviewed as well as five teachers to find out their views and experiences on the CAPS training and implementation issues and challenges. The study confirms that teachers are not well prepared to meet the challenges of the CAPS. The time set aside for training is limited, the resources needed to support teachers and the implementation are inadequate and some of the trainers are not well prepared. The study recommends that the Department of Basic Education continues engaging with trainers, school management teams, teachers and learners and determine specific strategies, based on the school contexts, to improve the provision of training, resources and support to enable effective and efficient curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)