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Water security in rural Limpopo in a changing climate: A study of the Greater-Giyani Local Municipality, South AfricaMmbadi, Elelwani January 2019 (has links)
MENVSC / Department of Geography and Geo-Information Sciences / Many rural communities of South Africa are living without adequate water supplies mainly due to
historical lack of infrastructure and effective water reticulation systems. Day to day challenges of
accessing water from distant boreholes and rivers are a reality particularly for women and children
in rural Limpopo. This study investigates the nature and extent of water supply problems and how
communities are living without adequate water in three rural communities of Greater-Giyani Local
Municipality in South Africa. The study area lies in a semi-arid region which regularly experiences
climate extremes such as droughts and floods which can reduce the ability of the municipality to
supply water. Primary data was collected through questionnaires, key informant interviews and
field observations while population, climate and hydrological data are also analyzed. A mixed
methods research design was employed using qualitative methods such as content analysis
whilst quantitative methods were dominated by time series analysis techniques and online
interactive climate platforms such as the Climate Engine. It was found that households, schools
and clinics in the study area rely mainly on boreholes for water supply but sometimes rivers supply
those living nearby. An incomplete and poor water reticulation system coupled with erratic and
shortening summer rainfall seasons are some of the major causes of water shortages in the study
area. In order to cope with inadequate water, community members and public institutions in the
study area have drilled boreholes and the sustainability of groundwater in the area is not well
established. During summer, most households and institutions practise rainwater harvesting while
a few resort to purchasing water from vendors. Despite these challenges which are not well
documented, it was concluded that most of the rural poor households and institutions in the study
area are well adapted to cope with water scarcity in the short term, while being vulnerable in the
long term due to population growth and climate change. The study recommends the need for
government and municipalities to invest in water reticulation systems in the long term whilst
providing water to affected rural communities through water tankers, drilling more boreholes and
maintenance of existing ones. Lessons learnt from this study may be useful to other municipalities
across South Africa that are grappling with challenges of water access and supply. / NRF
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The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12)Mazvaramhaka, Michael Pasipanodya 11 1900 (has links)
The goal of this research study was to understand the use of learner-centred
approaches in teaching Accounting to enhance performance of learners at high
schools (Grades 10-12). The teaching of Accounting in high schools is facing
challenges. The Department of Education, through many curriculum implementations
and revisions, have introduced a new approach to teaching as outlined in the
National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement
(CAPS). This policy, as with previous ones, emphasises a change in teaching
pedagogy emphasising learner-centred approaches in contrast to the traditional
teacher-centred approaches which favour rote learning. The Department aims at
developing knowledge but links that with acquiring and developing the skills of
thinking critically and creatively, working as an individual or a member of a team,
organising and managing oneself responsibly and effectively, collecting, analysing,
organising and critically evaluating information, communicating effectively, using
science and technology effective (DBE, 2011:5) in order to be able to adapt to the
requirements of the commercial industries. It was found out that learner-centred
approaches can enhance the performance of learners in Accounting in high schools.
The researcher used a qualitative approach together with an interpretive perspective
to examine the themes. Four high schools, four Accounting teachers and four Heads
of Departments were selected from the Ximhungwe circuit in Bohlabela District in
Bushbuckridge. Data was collected through observations and interviews. Data were
analysed and findings presented. The findings reveal how the Economic and
Management Sciences curriculum has a negative effect on Accounting in the higher
grades of 10-12, by not developing a solid foundation for the subject. It also revealed
that school, parent and learner-based challenges also contribute to a poor
perception of Accounting and high failure rates. The research study revealed that
learner-centred approaches can improve teaching and learning of Accounting.
Recommendations were made in that respect. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)
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Exploring the use of computer simulations as a technological pedagogical reasoning tool in the teaching and learning of electromagnetism in a whole-class rural settingTsoka, Maxwell 03 June 2021 (has links)
This study, Exploring the Use of Computer Simulations as a Technological Pedagogical
Reasoning Tool in the Teaching and Learning of Electromagnetism in a Whole-Class
Rural Setting, documents a journey of a digital immigrant, physical sciences teacher in a
secondary school in a rural area who sought to integrate computer simulations as reasoning
tool to enhance instruction and learning. The study employed an action research
methodology and used Smart’s model of technological pedagogical reasoning and action
(MTPRA) as a theoretical framework to guide the processes of teaching. The study utilised
multiple methods of data collection: the documentation of my planning for teaching the
topics of magnetic field and electromagnetic induction, reflective journals, feedback from
critical friends, video-recordings of my lessons and focus group discussions with learners.
Findings from the study revealed teaching with technology is a paradigm shift, change of
mindset and culture that requires teachers to consider how the affordances of technology
can be harnessed to create opportunities for learners to engage in meaningful learning.
These opportunities for learning are created through the matrix of interaction between the
teacher, learners, content and computer simulations as informed by the teachers’
technological pedagogical reasoning (TPR) sub-process (i.e., comprehension,
transformation, instruction, and evaluation). Each TPR cycle was a professional learning
experience which meant that the teacher collected data that could be used to frame and
reframe his practice. The process of learning was interactive and facilitated by reflecting
on how the elements (content, learners, computer simulations, the teacher) interacted with
the actions of comprehension, transformation, instruction, and evaluation.
The study found evidence to suggest that computer simulations had an influence on what
was learnt, how it was learnt and the effect of these on the learners. Thus, computer
simulations can be used as a curriculum resource/material to create potential learning
experiences that have cognitive, affective, and conative dimensions. The learning
experiences were among others, influenced by the following factors: context, prior
learning experiences and the perceptions of the learners. The cognitive dimension resulted
in the learners attaining knowledge of the relation between electricity and magnetism and
the application of electromagnetism. The affective dimension created in learners a sense
of enjoyment, wonder(surprise) and practical relevance of the lessons while the conative
dimension created interest in the subject and learning in general. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Strategies to facilitate the provision of quality healthcare services in public healthcare facilities in Limpopo Province South AfricaMalomane, Elizabeth Lisbeth 04 September 2020 (has links)
PhD (Health Studies) / Department of Public Health / Introduction: Quality healthcare provision is a fundamental need in the life of a person since it helps develop a positive self-image. Healthcare has always been an important issue for society, both economically and culturally. Contrary, dissatisfactions and litigations laid by clients/patients and relatives against the government due to poor service provision become unmanageable.
The purpose of the study was the development of strategies to facilitate provision of quality healthcare services in public healthcare facilities in Limpopo province, South Africa.
Methods: Qualitative and quantitative methods were adopted for the study. Population for the qualitative study was constituted by professional nurses, and stakeholders (Hospital boards and Clinic health Committees) who were, purposively selected from the randomly sampled hospitals and clinics. Focus Group discussion and questionnaires were conducted to collect data.
Analysis. The qualitative data was analysed qualitatively. Population for quantitative study consisted of Clients as stakeholders and professional nurses from randomly sampled hospitals and clinics. The qualitative results were used in the development of questions for questionnaire used in the quantitative approach. For the quantitative approach a self-administered questionnaire was used to collect data from the respondents. Data collection was carried out by means of two instruments for clients and professional nurses. Analysis was done using SPSS 25 version with the assistance of a Professional Statistician. The researcher used the Strength, Weaknesses, Opportunities and Threats analysis to develop strategies for enhancing quality healthcare service provision in the Department of health. The interaction between Strengths, Weaknesses, Opportunities and Threats was analysed and used to develop strategies to facilitate provision of quality health care services in public health care facilities in Limpopo Province.
Conclusion Findings of this study is expected to inform nursing education and nursing practice to review curricular on what to emphasize when training the nursing students. The findings will also inform senior management when planning for improvement of health care provision improvement. / NRF
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The effects of the underutilisation of the restored farmlands in Taung: North West provinceMolebiemang, Kaone 17 January 2020 (has links)
The purpose of the study was to investigate the effects of the underutilisation of the restored farmlands in the Taung area of the North West province, South Africa. The study was based on the two communal property institutions: the Sebuemang-Khaukhwe Communal Property Association (CPA) and Rethabile Mosimane Trust. This study was grounded in the theory of the Sustainable Livelihoods Framework (SLF). A qualitative research methodology was used to guide the study, while the SLF was used to guide the study, relevant data gathering methods, and the selection of measuring instruments led to the acceptable findings.
The findings of the research study have confirmed that there were some effects of the underutilisation of the land in the two communal property institutions (CPIs). The underlying factors of the underutilisation of the land were found to be the institutional weaknesses of the state, and to a lesser extent, the institutional weaknesses of the CPIs. Furthermore, the findings revealed that the effects on the beneficiaries of the two CPIs, were not as massive as contemplated due to the contribution of the state’s social welfare programme on the livelihoods of the beneficiaries. Some of the effects identified were namely: no farm production, no sale and income of farm production, no home consumption of farm produce surplus and no employment. Additional to that host of the factors of vulnerability there are that rose from them i.e.: poverty, destitution, and emotional effects (frustration and anger) and ultimate conflict eruption in the CPIs.
In conclusion, the study made recommendations based on key issues which some are: Adequate livelihoods and technical support by state, state’s policies review, retention of the state’s social welfare support, requesting of the private sector to contribute to land reform and rehabilitation of the old gravel road by a relevant state organ (Dept: Public works). / Development Studies / M.A. (Development Studies)
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The gender dimensions of land reform in South Africa : a case study of Daggakraal rural housing and resettlement projectRakolojane, Moipone Jeannette 11 1900 (has links)
This study is about the gender dimensions of land reform in South Africa. The case study is that of a housing and resettlement project in Daggakraal, Mpumalanga Province. The aim of the study was to describe and analyse empirical realities for rural women, in relation to land, in Daggakraal. The focus was on the research questions for the study namely the nature of land reform practice; whether gender issues were central in land reform at all stages of the project; whether or not participation of women was truly genuine; and the constraints that were faced in the process of land reform delivery. The study was conducted in Daggakraal, a rural town in Mpumalanga province, South Africa. Research methods employed were both quantitative and qualitative with more emphasis on the latter. A total of 100 respondents participated in the study. This number included 10 key informants 3 of whom were trained as research assistants.
The findings indicate that there was very little gender analysis carried out prior to land reform. For this reason land reform has not benefitted the women and men of Daggakraal. Land reform policies and other legislation put in place were not followed to the letter in Daggakraal and in other areas of the country where land reform was implemented; the first land reform (SLAG) has not benefitted the poor, especially women; the rural terrain is an area of contestation and competing interests between women and men. There is also a lack of institutional arrangements to implement a gendered approach to land reform. This study demonstrates the need to tackle and transform the existing power relations at the household level, if government is serious about the gender dimension of land reform in South Africa. In a small way it is hoped that this study will contribute to the limited writing on land reform and gender and also provide a gendered critique of the land reform programme in South Africa. The Gender Analysis Framework (GAF) and the feminist and gender perspectives have helped the researcher to understand and explain the gender dynamics in Daggakraal. / Development Studies / D. Litt. et Phil. (Development Studies)
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The effect of cooperative learning on the development of learners' science process skills: a case studyRapudi, Mashapa Alpheus 30 June 2004 (has links)
This study was motivated by the lack of in-service training in cooperative learning and science process skills whereas both are emphasized in the new natural sciences curriculum. The aims of the study were to determine the influence of cooperative learning on the development of science process skills.
Two classes were selected from two rural schools for inclusion as case studies of this research. These classes were taught using the Jigsaw and Group Investigation methods of cooperative learning respectively. Pre- and post-tests were administered on the two classes and the influence of these methods on learners' achievement on four process skills were determined. Mixed results were found with regard to the influence of the two cooperative learning methods on the development of learners' process skills of observation, controlling variables, graphing and experimenting. / Educational Studies / M. Ed. (Natural Science Education)
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Spatio-temporal dynamics in the provision of primary school education in Vhembe District, Limpopo, South AfricaNembudani, Madzinge Ellen 11 1900 (has links)
Spatial, temporal and population dynamics have influenced learner enrolments in Vhembe District primary schools in Limpopo, South Africa. Vhembe District primary schools have in recent years experienced closure of some of its primary schools due to declining learner enrolments. The dynamics of demographic factors such as migration, fertility and mortality cause fluctuations in the school-age population over time and across space. Poor economic development, the location of the district and the spatial distribution of primary schools make the situation in this rural-based district even more complex. The communities of Vhembe District are discontent about the state of affairs in the area regarding the provision of education and the closure of schools. The closure of schools destabilises the social cohesion amongst members of the community and disempowers them, while inadequate provision of primary school education makes them feel neglected and robbed of their constitutional right. This study investigated the causes of declining learner enrolment and the effect of the closure of schools on the communities. To achieve the objectives data came from questionnaires at household level and from interviews conducted with educators, circuit managers, officials in the Limpopo Education Department and traditional leaders. The study found that declining fertility and out-migration from the area are responsible for a declining school-age population. This is the reality and the communities of Vhembe District will have to live with it because overall learner enrolments continue to decline. Lack of a planning model in the former Venda territory led to an over-supply of primary schools thus schools in close proximity had to compete for learners. Poorly equipped schools and general development of the area exacerbate the problem and some members of the community perceive education in this district to be inferior. Younger economically active people are increasingly moving to places with better opportunities. This study offers some recommendations to alleviate the problems identified in Vhembe District. Application of a geographical approach to an adaptive strategy considers the natural environment in political, social and economic context. It suggests that education authorities could apply such a strategy to make the schools in rural areas more sustainable / Geography / D. Phil. (Geography)
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The effect of school governance and parental involvement on raising Grade 12 achievement in Mpumalanga rural schoolsMonamoledi, Veronica Mapaseka 15 August 2019 (has links)
The South African Schools Act No. 84 of 1996 mandated the establishment of the democratically elected School Governing Body (SGB). The SGB’s mandate was to ensure the smooth running of the school, quality education and parental involvement in learners’ academic achievement. The study examined the effect of school governance and parental involvement in raising Grade 12 academic achievement in rural schools. A qualitative investigation at three schools in the Mkhuhlu circuit, Bohlabela District in Mpumalanga was done. Data were collected by means of in-depth interviews with one principal, one teacher, one SGB member, three Grade 12 learners and three parents at each of the three participating schools and document analysis was done as a method of collecting data. The findings of the study revealed that SGBs and parents are not aware of their importance on the learners’ education. The study recommends that SGBs and parents be empowered by principals in order for them to execute their roles effectively. / Umthetho wezikole waseNingizimu Afrika Nombolo 84 wango 1996 wagunyaza ukusungulwa kwekomiti lesikole (SGB) elikhethwe ngokwentando yeningi. Lomthetho ugunyaze lelikomiti lesikole ukuthi lenze isiqiniseko sokuthi isikole sihamba ngokwendlela, imfundo isezingeni eliphezulu kanye nokubandakanya abazali ukuze imiphumela yesikole ibe phezulu. Lolucwaningo luhlole umphumela wokubandakanya ikomiti lesikole kanye nabazali emfundweni yezingane ukuphakamisa imiphumela yebanga leshumi ezikoleni zasemakhaya esifundazweni saseMpumalanga. Lolucwaningo lwenziwe ezikoleni ezintathu zesifunda saseMkhuhlu eBohlabela. Uphenyo nzulu lwenziwe kuthishanhloko oyedwa, uthisha oyedwa, ilunga lekomiti lesikole elilodwa, abafundi bebanga leshumi abathathu kanye nabazali abathathu kwase kuhlaziywa nezincwadi zesikole. Imiphumela yalolucwaningo ikhombise ukuthi amakomiti ezikole kanye nabazali abanalo ulwazi oluphelele ngokubaluleka kwabo emfundweni yezingane. Izincomo ezenziwe ezokuthi othishanhloko kufanele baqeqeshe amakomiti ezikole kanye nabazali ukuze benze umsebenzi wabo ngempumelelo. / Mulayo wa Afrika Tshipembe nomboro 84 wa 1996 wo nea maanda u tewa ha komiti dza u langula matshimbidzele a zwikolo (SGB) yo khethwaho nga lutamo lwa vhathu vhanzhi. Ndivho ya komiti iyi ndi u langulwa ha zwikolo nga ndila kwao, pfunzo ya maimo a ntha na u dzhenelela ha vhabebi kha ubvelela ha vhagudiswa kha mishumo ya tshikolo. Tsedzuluso ino yo sedzulusa ndeme ya komiti ya u langula matshimbidzele a zwikolo na u dzhenelela ha vhabebi kha u khwinisa mvelelo dza murole wa vhufumi na vhuvhili kha zwikolo dza mahayani. Tsedzuluso iyi yo itwa kha zwikolo zwiraru kha dzingu la Mkhuhlu, Tshitirikini tsha Bohlabela, vunduni la Mpumalanga. Mawanwa a tsedzuluso iyi o kuvhanganywa uya nga mbudziso dza vhudzivha na thoho ya tshikolo, mudededzi muthi, murado muthi wa komiti ya matshimbidzele a tshikolo, vhagudiswa vhararu na vhabebi vhararu kha tshinwe na tshinwe tsha zwikolo zwo bulwaho afho ntha, na tsedzuluso ya manwalwa. Mawanwa ayi tsedzuluso a sumbedza uri SGB na vhabebi avhana nzhele nga vhuthogwa havho kha pfunzo ya vhagudiswa. Tsedzuluso ino i themendela uri SGB na vhabebi vha maandafhadzwe nga thoho ya tshikolo hu u itela uri vha kone u ita mushumo wavho nga ndila kwao / Educational Management and Leadership / M. Ed. (Education Management)
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Spatio-temporal dynamics in the provision of primary school education in Vhembe District, Limpopo, South AfricaNembudani, Madzinge Ellen 11 1900 (has links)
Spatial, temporal and population dynamics have influenced learner enrolments in Vhembe District primary schools in Limpopo, South Africa. Vhembe District primary schools have in recent years experienced closure of some of its primary schools due to declining learner enrolments. The dynamics of demographic factors such as migration, fertility and mortality cause fluctuations in the school-age population over time and across space. Poor economic development, the location of the district and the spatial distribution of primary schools make the situation in this rural-based district even more complex. The communities of Vhembe District are discontent about the state of affairs in the area regarding the provision of education and the closure of schools. The closure of schools destabilises the social cohesion amongst members of the community and disempowers them, while inadequate provision of primary school education makes them feel neglected and robbed of their constitutional right. This study investigated the causes of declining learner enrolment and the effect of the closure of schools on the communities. To achieve the objectives data came from questionnaires at household level and from interviews conducted with educators, circuit managers, officials in the Limpopo Education Department and traditional leaders. The study found that declining fertility and out-migration from the area are responsible for a declining school-age population. This is the reality and the communities of Vhembe District will have to live with it because overall learner enrolments continue to decline. Lack of a planning model in the former Venda territory led to an over-supply of primary schools thus schools in close proximity had to compete for learners. Poorly equipped schools and general development of the area exacerbate the problem and some members of the community perceive education in this district to be inferior. Younger economically active people are increasingly moving to places with better opportunities. This study offers some recommendations to alleviate the problems identified in Vhembe District. Application of a geographical approach to an adaptive strategy considers the natural environment in political, social and economic context. It suggests that education authorities could apply such a strategy to make the schools in rural areas more sustainable / Geography / D. Phil. (Geography)
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