MEDCS / Department of Curriculum Studies and Education Management

MEd / Department of Curriculum Studies

Thesis (M. A. (Nursing)) -- University of Limpopo, 2019 / A master’s program in nursing is an essential tool to prepare students to manage and offer health care services to the public professionally and successfully. However, there has been low enrolment of professional nurses into masters studies of nursing in a higher educational institution. Therefore the study aimed to develop recruitment strategies for professional nurses into Master studies of Nursing at a higher educational institution. METHODS The qualitative research method was used to develop recruitment strategies of professional nurses in Mankweng Hospital into a Master's Studies at the University of Limpopo. The population were professional nurses with honours equivalent and those with honours degree.Semi-structured interviews were conducted from eighteen professional nurses who were purposely selected to participate in the study. Tech`s coding method of data analysis was used to analyze audio-recorded data. RESULTS The results indicated that lack of study leaves, shortage of nurses, lack of information about requirements for enrolling into masters, lack of recognition for postgraduates and financial instability contributed to most professional nurses not registering for master's studies. CONCLUSION The study concludes that the institution of higher learning should develop recruitment strategies for master's studies in nursing. Findings revealed lack of recruitment strategies, information about the masters degree, and scholarship as well as employer related factors such as lack of study leaves as challenges for recruiting nurses into a masters studies. Such strategies vi include the increase of funding scholarships by the universities that can facilitate the postgraduate uptake and allocation of study leaves for professional nurses by the Department of Health.

Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2022 / The introduction of technologies in our lifetime necessitates transformation in our lifestyles. This expectation is not an exception to the education system. The curriculum and the ways of teaching and learning are affected the most by new technologies. It is therefore imperative that schools, educational officials and teachers change in tandem with these new technologies. The transitioning to technologies, therefore, tends to make it obligatory for schools, principals, deputy principals, heads of departments and teachers to be competent in these new innovations and the accompanying digital strategies. The aim of this study is to investigate the implementation of blended learning as one of the technological platforms in Sekhukhune District schools in Limpopo Province, South Africa. The study was guided by blending Connected Learning Theory (CLT), Technology Acceptance Model (TAM) and Connectivism Theory (CT) frameworks. The theories assisted in the formulation of research questions which led to the study findings. The research questions of the study included How do teachers perceive the usefulness of blended learning approaches in teaching and learning? How do teachers connect information using technology resources in blended learning? “To what extent do teachers display the necessary skills for successful implementation of blended learning?” What are teachers’ recommendations for the introduction and improvement of blended learning in rural schools? and What are the elements to be considered for the designing of blended learning model? The study used mixed methods research (MMR) to achieve the aim of the study. Convergent parallel design was used to collect, analyse and interpret data. The study was guided by a pragmatic paradigm where 10 schools were purposively sampled for the QUAN strand while 4 schools were purposively sampled for the QUAL strand. The participants of the study comprised x principals, deputy principals and teachers. For the QUAN strand 10 principals, 9 deputy principals, 35 heads of departments and 123 teachers participated while for the AQUAL strand 4 principals, 4 head of departments and 4 teachers took part in the investigation. The total sample for the QUAN was 177 participants and 12 participants for the QUAL strand. A questionnaire was used to collect data in the QUAN strand while for the QUAL strand interviews and document study were used. Data gathered through questionnaires was analysed through the IBM SPSS version 28. Thematic, content and narrative analyses were used to assess data collected from the interviews and document study. The results of the two strands were merged to obtain the final results of the study. The study established that teachers embraced the introduction and implementation of blended learning in schools. However, challenges such as lack of e-technological supply and internet connection; inadequacies in the use of classroom technologies; lack of e-tech policies; lack of teachers’ digital training; insufficient teachers′ technological competencies; and inadequate teacher support in technologies impede the effective implementation of blended learning in Sekhukhune-Limpopo schools. The study therefore recommends that the Limpopo Department of Education (LDE) should prioritise the supply of e-tech in Sekhukhune-Limpopo through fiscal policies. The study further recommends that the Department of Basic Education, through the provincial education departments and districts, train and develop officials and teachers in digital technologies for the successful implementation of blended technologies in teaching and learning. The study also suggested a proposed Blended Learning Model (BLM) which might assist in the implementation of blended learning in schools. Keywords: blended learning, blended learning model, E-Tech, EEducation policy, teachers’ digital framework

D.Ed. / Although the mandated change processes were intended to, among other things, improve the work performance of educators, they have, however, experienced a number of obstacles which are briefly discussed. Lack of participation by educators in the introduction and implementation of the change processes lead to resistance by some educators and this had a negative impact on their work performance. Lack of physical resources such as water, telephone lines, the interne and classrooms lead to overcrowded classes. Effective management of mandate change was hampered by the defiance of authority by some educators, who prevented circuit managers and subject advisors from visiting schools for purposes of professional development and guidance in terms of mandated change processes such as developmental appraisal. This had a negative impact on the work performance of educators. Educators had low levels of morale and motivation and this manifested itself in educators' high levels of absenteeism, lack of commitment and preparation. The Department of Education's lack of capacity to manage financial and human resources hampered effective management of the mandated change processes. Lack of coordination between the national department of education and provincial education departments resulted in lack of information needed by educators to implement the mandated change processes such as rationalization and redeployment of educators and curriculum 2005 and this had a negative impact on educators' work performance. This research employed the quantitative research approach to investigate the influence of effective management of change on the work performance of educators in the Limpopo province. Data was collected by means of a questionnaire which was distributed among the 274 total number of principals in the district. These schools wrote the 2005 senior certificate examination. 78.5% of questionnaires were returned. The completed questionnaires were processed by a computer programme (SPSS), after which research data was analysed and the following were the most important findings: There was a statistically significant association between the mandated change processes, IQMS, OBE, CASS, training and development and the quality of teaching as a work performance indicator. 88.5% of the respondents believed that IQMS had a significant influence on the current level of cooperation (which is high) to a large extent. More courses/workshops/seminars attended on the management of change processes had a positive influence not only on the ability of educators to manage the change processes but also on their motivation levels. However, the number of courses/workshops/seminars attended on the management of change had no influence on the rationalization and redeployment of educators. Mandated change processes are accompanied by reactions such as anxiety, fear, low morale and motivation which had a negative impact on the work performance of educators. The research results showed that educators should receive more intrinsic motivation. The necessary financial resources should be mobilized to ensure that there is adequate infrastructure and training for effective implementation of mandated change processes. Educators should participate in all phases of mandated change processes. Principals and other senior departmental officials should be made aware that effective implementation of the change processes do not take place overnight but need more time.

M.Tech. (Fine Art) / The aim is to develop a sustainable sewing co-operative for Tshulu Trust, located in the Domboni village in the rural chieftaincy of HaMakuya, north-eastern Limpopo Province, South Africa. The development of the new sewing co-operative aims to address the extreme unemployment in HaMakuya, which is one of the main causes of poverty in the area. It is also a response to one of the primary objectives of Tshulu Trust, which is to create employment. The research study addresses the extent to which arts-based training interventions might ensure the sustainability of the new sewing co-operative. This study is a Participatory Action Research (PAR) training intervention that is Freirean in approach. I draw on the principles of Paulo Freire’s book Pedagogy of the oppressed (1995, 2008) to provide the theoretical framework that underpins the training envisaged in this study. Methodologically, this project and study involves four action research cycles with newlyrecruited members of the sewing co-operative. There is a final cycle which is my own selfreflexive cycle at the conclusion of the development project in HaMakuya. The cycles implemented with the members involve arts-based training approaches in design manufacture and embellishment, business training, and marketing of fashion and homeware products. In addition there is also training for enterprise development within the action cycles. Critical monitoring and reflection take place at the end of each cycle to inform action plans for the next cycles. The cycles of the development project end with a public showcase of the products manufactured and modeled by the participants. For my own self-reflections, I design and prototype my own designs for a fashion range inspired by my experience in HaMakuya. These prototypes as well as the products manufactured by the participants are included in a catalogue that supports this dissertation.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2015 / The purpose of this study is to investigate the application of teaching strategies in Grade 12 English Second language in Mankweng Circuit, Limpopo Province. This study aims to achieve the following objectives: to identify teaching strategies used in Grade 12 English second language classrooms in Mankweng Circuit, Limpopo Province, to assess teachers experiences in applying a variety of teaching strategies in English second language classrooms, to establish if the way in which English second language teachers are trained affect the way they teach and to determine how teaching strategies affect the performance of learners in English second language classrooms. The study applied a mixed method-quantitative and qualitative approaches to elicit data. An exploratory research was applied to explain teaching strategies. The literature review was carried out focusing on the following themes: Communicative language teaching model, Language needs for English Second language teaching and teaching strategies in English Second language. In addition, the study found the following: there are no prescribed teaching strategies by the Department of Basic Education, teachers are innovative in coming up with teaching strategies that suit the lesson and the type of learners, learners learn English better when teachers apply various teaching strategies during lessons and teachers who apply teaching strategies in Grade 12 English Second language classrooms contribute to learners good performance in all schools at Mankweng Circuit. Lastly, the study recommend that teachers of English in Grade 12 classes in Mankweng Circuit should be made aware that teaching strategies are important and should be applied at all times during the lessons, all teachers who teach English Second language in all grades, Grade R- 12 should apply teaching strategies as they contribute to the learners understanding of the subject, etc.

Institute for Gender and Youth Studies / MGS

MCur / Department of Advanced Nursing Science

Department of Advanced Nursing Science / MCur