The study seeks to examine the role of mentoring and how it could be used in the process of professional development of mathematical literacy teachers in the Greater Taung area. The study attempts to flag the importance of mentoring in professional development, especially for mathematical literacy teachers. To obtain data for the study sixteen mathematical literacy teachers from Taung area (within Ruth Mompati District) were purposively selected. Questionnaires and interviews were used to collect relevant data. Literature review, based on previous studies on mentoring also provided data for the study. The following findings emerged from the study: a) that mentoring has over the years has been an effective process for developing early-career teachers’ practices b) that there are no formal mentoring programmes to assist mathematical literacy teachers in the Greater Taung area c) there is a need for effective communication between the mentor and the mentee, since the learning that takes place in a mentoring relationship is usually through regular interaction.From the findings, a collaborative form of mentoring is recommended.Both parties in this relationship are considered as a source of knowledge that can contribute to the learning that occurs within the context of mentoring. / Mathematics Education / Ph. D. (Mathematics Education)

The American Defense Institute for Medical Operations (DIMO) states that deaths associated with disasters have increased by 50 percent each decade and as Alexander (2002) notes, although disasters require special organization, coordination and resources, they are not exceptional events. Disasters tend to be repetitive; often re-occurring in the same places and as such, are sufficiently frequent and predictable enough to plan for. Disasters are occurring more frequently due to industrialization and rapid development, and as the world’s population has grown, large numbers of people are “vulnerable”; living in less desirable, less ‘safe’ areas. “Natural” disasters hit developing countries perhaps harder, where more people are vulnerable, infrastructure is lacking to begin with and resources are already stretched. Many countries including South Africa are challenged by the increasing number of natural disasters and how to protect the most vulnerable who are without basic infrastructure and largely without access to media. Thus effective public health communication and promotion has become of critical importance particularly in high risk communities and is possible since disasters often occur in the same places. Purpose Literature exists on the efficacy of using media channels to reach people with critical public health messages during disasters, but no studies have focused specifically on other means of communicating public health messages during disasters in places where media doesn’t reach or people can’t justify the cost of batteries for their radios. No research has been done to determine if the people affected recall life saving lessons imparted during disasters; why or why not. Similarly, there is little in the way of documentation detailing the following during past disasters that have occurred both on the African continent and worldwide: who communicated public health messages; what messages were communicated and how messages were imparted. Media – specifically radio and television are used in developed countries to communicate warnings and evacuation messages for example. At best there are reports from the different NGO’s that operate in communities affected by a disaster or NGO’s that arrived to provide humanitarian assistance. It can be surmised that communication is done by those that take the JENNIFER HESLOP/ Student ID No. 0516028Y 6 initiative using whatever channels exist; this may likely include the affected country’s own resources, NGO’s and responders. Coordination to prevent duplicating messages or groups operating in the same areas has in the past been lacking. As such, there is a need to look critically at vulnerable places and people, the value of the information imparted during disasters, why messages may or may not be heeded and if communities would apply the information in future without outside assistance. The study looks at a community that was affected by a specific disaster in South Africa; what proportion of the sample learned life-saving information for the first time during the disaster and whether they would recall these life-saving mechanisms, unaided, in similar future scenarios. Another objective was to determine if gender, age, education or employment status was of any significance against the portion of the study population that learned the information for the first time during the floods. The research leads one to question whether messages are in context with people’s realities and what would prevent them from applying the principles imparted. Broader questions arose, like, do disasters provide an opportunity for learning where there was no learning yet established; and is there an opportunity for engagement between “outsiders” (those with expertise) and “insiders” (affected community) that is truly beneficial to those in need of the information – beneficial in the sense that the information could be applied in future without outside assistance? Design/ methodology The research included two key groups of people: those responsible for the decision making around the communication and public health response to the disaster, and the affected communities. The research design included qualitative key informant interviews accessed through snowballing technique and quantitative face-to-face interviews with 100 community members. The qualitative study was a descriptive, semi-structure interview outline designed to provide a framework to describe the situation, the health risks, priorities, health promotion messages that were communicated and how they were communicated. Key informants were made up of members of the disaster response team as well as others that played a role during the floods. The interviews were transcribed; reoccurring themes were identified and distilled to get the three most critical public health messages that were communicated during the floods. The recurring themes formed the basis of the quantitative questionnaire. JENNIFER HESLOP/ Student ID No. 0516028Y 7 The quantitative study, a cross sectional descriptive study, relied on one hundred community members living in the broader Qho area during the floods and provided they met the criteria (they lived in the area during the floods and could recall what happened), they were asked for their consent before the interview commenced. The data were captured and analysed using Epi Info 6, frequencies were run to describe the sample, and then cross tabulations were performed, looking for associations between the outcome variables and demographic and media variables; chi square tests were performed to test for significance. The three most critical public health messages were: water purification, oral re-hydration therapy for diarrhea and warnings not to eat an animal that had died of unknown causes during the floods. Findings The findings of the research indicate that across two public health messages more than half of all respondents learned the information that may have saved their lives for the first time during the floods. Forty-eight percent learned how to purify water for the first time during the floods; 54.2 percent learned about oral re-hydration therapy during the floods; and 55.6 percent learned not to eat an animal that has died of unknown causes during the floods. Determining whether the sample population would apply the same lessons learned, unaided, in future similar circumstances, is harder to prove since it is self-reported. Nearly 100 percent across the three questions said categorically that they would and most could name ways to purify water, stop diarrhea and said that they knew not to eat an animal that has died of unknown causes. One hundred percent of responders said they would know what to do to make dirty water clean and some cited ways they would do this by boiling and/ or the use of ‘Jik’ (brand of bleach; in South Africa, the word ‘Jik’ has become synonymous with ‘bleach’). Ninety percent of the sample said they would use “the salt and sugar mixture in water” to treat diarrhea and 90 percent knew they should not eat an animal that has died of unknown causes. It is perhaps of interest to note that significantly more men learned during the flood to use OTR for diarrhea than women. Thus disasters may likely provide an opportunity for men to learn health practices that normally women would be more likely to have learned. There was also a significant difference between those that learned about ORT during the floods and those that learned before the floods by level of education, with 63 percent of those that learned about ORT before the floods, having completed primary school. Also of interest was the fact that while only 15 percent of the total sample population has access to television, of the 55.6 percent that learned not to eat an animal that has died of an unknown cause during the floods, 24.5 percent had access to television, and 86 percent of those with access to TV learned about this during the flood. Practical implications Disasters provide opportunities to fast-track development and public health goals. However, based on the research, for communication to have the desired response, communities and public health experts should be involved in dialogue with broader stakeholders before, during and after disasters. It is important to include “locals” (experts from the broader community) and community healthcare workers on an on-going basis, in public health promotion and preparedness strategies and to involve men in the community; a group that has largely been absent in communities and not historically involved in family health care. When a disaster is declared, an injection of resources – human, physical and financial assists significantly in making things happen, from providing and / or upgrading infrastructure to getting critical information and resources to affected populations. Just as critical is education – teaching people how to respond and why, as opposed to just telling people. Knowledge is more sustainable than physical resources, although both are often required. People need to truly understand the information in their own contexts, as well as the “why’ and “how” if they are going to be able to replicate the lessons unaided in future. Concurrently, affected people are more open to information and changing behaviours that may now seem foolish or outdated. Electronic media channels cannot be relied upon as the sole means of communication but need to be incorporated despite low penetration, due to the powerful effect the mediums have in stimulating word-of-mouth transmission of messages, particularly messages that may lead to social discomfort. Alternative means of communication like face-to-face dialogue and use of cell phone messaging, and understanding how communication must be done to ensure effectiveness is imperative - and these guidelines are applicable across cultural, political and socio-economic JENNIFER HESLOP/ Student ID No. 0516028Y 9 boundaries. It is imperative that those providing assistance understand the affected population and their realities as if they were his or her own. This includes local resources like media; literacy levels; beliefs and values; as well as who is trusted by the community.

The study seeks to examine the role of mentoring and how it could be used in the process of professional development of mathematical literacy teachers in the Greater Taung area. The study attempts to flag the importance of mentoring in professional development, especially for mathematical literacy teachers. To obtain data for the study sixteen mathematical literacy teachers from Taung area (within Ruth Mompati District) were purposively selected. Questionnaires and interviews were used to collect relevant data. Literature review, based on previous studies on mentoring also provided data for the study. The following findings emerged from the study: a) that mentoring has over the years has been an effective process for developing early-career teachers’ practices b) that there are no formal mentoring programmes to assist mathematical literacy teachers in the Greater Taung area c) there is a need for effective communication between the mentor and the mentee, since the learning that takes place in a mentoring relationship is usually through regular interaction.From the findings, a collaborative form of mentoring is recommended.Both parties in this relationship are considered as a source of knowledge that can contribute to the learning that occurs within the context of mentoring. / Mathematics Education / Ph. D. (Mathematics Education)

The purpose of this study was to investigate the relationship between self-concept and academic achievement. The subjects were 10th grade male and female pupils in the Taung Central Education circuit in the Northwest Province of South Africa. All the eight secondary schools in the circuit participated in this study. The researcher administered a self-designed 5-point Likert type self-concept scale to a sample of 296 respondents, to measure of both general and academic self-concept. The subjects' academic scores were extracted from the schools' examination records. The Pearson product-moment coefficient of correlation was used to measure the size of the relationship between the research variables. Research findings revealed that: There is a positive relationship between academic achievement and self-concept. There is a positive relationship between academic achievement and academic self-concept. The relationship between academic achievement and general self-concept is stronger than the relationship between academic achievement and general self concept. / Theses (M. Ed.) North-West University, Mafikeng Campus, 2005

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)

The study investigated the nature and quality of in-service education and training programmes organized for Further Education and Training (FET) mathematics teachers in the Greater Taung Area. The researcher is of the contention that more could be done to improve the process and the effectiveness of in-service training in the area. An extensive literature study provides a theoretical foundation and exposes some critical issues for effective in-service training programmes. The qualitative approach is used in the case study. The data were analysed through inductive analysis. The major research findings are that there are no formal processes of identifying the needs of mathematics teachers and further, teachers are not monitored and supervised after in-service sessions. It is recommended that the needs of teachers be identified by the school before inset. For effective monitoring and supervision of mathematics teachers after inset, it is recommended that each cluster within the Area Project Office (APO) should have a subject specialist for mathematics. / EDUCATIONAL STUDIES / MED (MATHS EDUC)

The study investigated the nature and quality of in-service education and training programmes organized for Further Education and Training (FET) mathematics teachers in the Greater Taung Area. The researcher is of the contention that more could be done to improve the process and the effectiveness of in-service training in the area. An extensive literature study provides a theoretical foundation and exposes some critical issues for effective in-service training programmes. The qualitative approach is used in the case study. The data were analysed through inductive analysis. The major research findings are that there are no formal processes of identifying the needs of mathematics teachers and further, teachers are not monitored and supervised after in-service sessions. It is recommended that the needs of teachers be identified by the school before inset. For effective monitoring and supervision of mathematics teachers after inset, it is recommended that each cluster within the Area Project Office (APO) should have a subject specialist for mathematics. / EDUCATIONAL STUDIES / MED (MATHS EDUC)

The state of moral decline has recently come under scrutiny in South Africa and abroad. Moral development is nurtured and developed by moral teaching. South Africa has put in place various avenues for moral education in order to curb moral degeneration. However, due to the continuing social ills that are experienced in the country further avenues of moral education ought to be explored. Due to the multicultural nature of the South African population, moral considerations should consider the strengths that cultural diversity in moral education can contribute toward a moral society. Moral teachings have been explored through education and religious chastity; however, the indigenous knowledge systems of South Africans have not been tapped in this regard. This is partly because the scientific world has not seen it fit to accommodate these knowledges in the knowledge production sphere. The study employed a constructivist grounded theory approach to explore the role of traditional teachings in Batswana female initiation schools and how the traditional teachings contribute to morality and the construction of womanhood. A decolonial epistemic perspective, the African epistemology and social constructionism were used as concepts that formed a framework to allow the critiquing of main stream theories and to allow a grounded theory to emerge from a Batswana female initiation context. Unstructured interviews with initiation instructors as primary data sources were conducted. Secondary data sources included initiation songs and dance; conversations with people who are involved in initiation schools, people who are knowledgeable in Setswana culture and the cultural celebration that the researcher attended were used. The textual data was analysed using the Attride Sterling model of thematic networks. Womanhood as a particular identity and female morality as mainly determined by context are the main themes in the study. Womanhood and morality are intertwined within this context that determines womanhood according to acceptable behaviours. An ethic of responsibility was the overarching theme when analyzing how female morality and womanhood is constructed in the context of initiation schools in Taung. / Psychology / M.A. (Research Consultation)

The central argument that underpins this thesis is that the Bataung, Bafokeng and the Bakuena lineages are found across all the Basotho groups of Basotho (Southern Sotho), Batswana and Bapedi. The thesis concerns itself with the similarity of the Sotho groups, a topic that has seldom received a sustained scholarly attention. Scholars have devoted much attention in discussing Sotho groups of Batswana, Basotho (Southern Sotho) and Bapedi, but their concern has mostly been to describe one group at the time discussing their cultural, social and political dimensions.The thesis aim investigates the oneness of Sotho by discussing the cultural, social and political similarities of the Batswana, Basotho (Southern Sotho) and Bapedi. The thesis drew on a range of semi-structured interviews with academics, senior people with knowledge of Sotho culture and literature to crystallise the information from the narrative analysis of documents, media and secondary literature. The thesis maintains that Basotho (Southern Sotho), Batswana and Bapedi are similar people. Their cultural dimension shows they have similar languages that share the same collection of words (langue) that indicates the same same origin. They also share the name ‘Basotho’ ~ Abeshundu that emanates from their similar way of dressing. The Sotho groups’ social dimension shows that they have similar practices of birth, raising children, lebollo (initiation school) and handling of death. They share similar games, folktales and taboos that reflect the aforementioned four cycles of human experiences in similar narratives across the groups. The thesis finds that Sotho groups have similar way of governance. They come together in the hierarchy of similar clans (e.g. Bafokeng, Bataung and Bakuena), chiefdoms and a group. These subdivisions in a group help with the allocation of resources for each individual and maintaining status quo in governance. The Sotho groups have similar proverbs and idioms to counsel proper leadership. The thesis discusses Sotho groups together as they come from the same origin although they have gone their separate ways. The thesis uses Gellner and Smith theories of ethnicity to explain the similarity of the Sothogroups. Gellner’s view is that one chooses to belong to a particular culture and associates oneself with people who practice this culture. Ethnicity is socially constructed due to experiences and people’s circumstances. Smith complements the description of the Sotho in forming different groups by saying that in these groups, there are memories of shared historical past. There is a continuum of the original culture where the groups have resemblance in their ways of life and symbolical elements, although adapted to their new environments and time. The variations of the groups’s practices are not their differences but they are changes caused by a quest to adapt to the new environment. / African Languages / D. Litt. et Phil. (African Languages)