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An explorationary study of the types of psychosocial services provided to educators living with HIV at selected primary schools in Limpopo ProvinceThindisa, Johanna Ntlwaneng 09 1900 (has links)
Educators play an essential role within the education system as role models. Many
educators, in addition to being affected by learners living with HIV and AIDS, are
themselves living with HIV and struggle to cope. SMTs have to play a role in the
provision of psychosocial services. The purpose of this study was to explore the types
of psychosocial services provided to ELWHIV by their SMTs in order to gain insight and
understanding and to make suggestions on how psychosocial services can be
improved. A qualitative study was undertaken in 2008. Fifteen interviews were
conducted with ELWHIV and members of SMTs at four primary schools in Bela-Bela,
Limpopo Province. The findings reveal that SMTs are failing to implement government
policies and are not providing adequate support for ELWHIV. None of the participating
schools had a functional AIDS policy. Support structures were found to be inadequate
and ineffective. Disclosure was identified as one of the major obstacles to the provision
of effective services. / Sociology / M.A. (Social Behaviour Studies in HIV/AIDS)
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Creating and maintaining a culture of teaching and learning in rural primary schools in LimpopoMehlape, Malekutu Johannes 11 1900 (has links)
Rural primary schools have got an immense role to play regarding the educational foundation for
the subsequent phases of schooling. In ensuring that an extremely solid foundation is laid. the
creation and maintenance of a positive culture of teaching and learning becomes extremely very
important in this category of schools. It is the primary task of the primary school principal to
ensure that quality teaching and learning is taking place in her/his school. I Iowever, in ensuring
that a positive culture of teaching and learning becomes a reality in their schools, principals
cannot work in isolation but, in collaboration with other potential stakeholders. A variety of
factors like good management on the part of principals to good commitment and involvement on
the part of other stakeholders like educators, learners, parents. community, business people and
the government. lead to teaching and learning of a very high and acceptable standard. The
purpose of this research project was to investigate how principals of rural primary schools create
and maintain a culture of teaching and learning. The outcomes of this investigation could assist
rural primary school principals in their attempts towards ensuring a positive culture of teaching
and learning. The outcomes could also assist other stakeholders as to how best can they assist
rural primary school principals in making schools centers for a positive culture of teaching and
learning. The methodology of research for this investigation is quantitative. The questionnaire
was used as a tool for empirical data collection. This research project has revealed several
mechanisms that arc utilized by rural primary school principals in creating and maintain a culture
ofteaching and learning. It also emerged from thi s study that in creating and maintaining COLT
in schools, rural primary school principals encounter some problems that need the undivided
attention of every education stakeholder. / Educational Leadership and Management / M. Ed. (Education Management)
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Perceptions of pupil nurses at their second year level towards clinical support at a private hospital in the Limpopo Province, South AfricaPoto, Magdeline 07 1900 (has links)
The purpose of the study was to explore and describe the perceptions of the pupil nurses at their second year level towards clinical support at the private hospital in the Limpopo Province.
Qualitative approach including exploratory, descriptive and contextual study design was followed. The target population for this study included pupil nurses at their second year level (n=20) following a two year programme leading to enrolment as a nurse from a private nursing education institution in the Limpopo Province. Data was collected utilizing written narratives, and focus group interviews. Field notes and audio tape were used to capture data. Data saturation was reached on twelve participants.
Data were thematically analysed using Tesch’s method of open coding. The results revealed lack of clinical support. Lack of clinical support was attributed to inadequate educators for accompaniment, registered nurses’ uncaring attitude and not fulfilling their mentorship role, and pressure on pupil nurses to meet the high clinical demands. Pupil nurses were found not to be assuming full responsibilities over their practical learning. Therefore, it is mandatory as nurse educators, managers and researchers to take note of the gaps identified and intervene utilising recommendations provided to enhance clinical support. / Health Studies / M.A. (Nursing Science)
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Creating and maintaining a culture of teaching and learning in rural primary schools in LimpopoMehlape, Malekutu Johannes 11 1900 (has links)
Rural primary schools have got an immense role to play regarding the educational foundation for
the subsequent phases of schooling. In ensuring that an extremely solid foundation is laid. the
creation and maintenance of a positive culture of teaching and learning becomes extremely very
important in this category of schools. It is the primary task of the primary school principal to
ensure that quality teaching and learning is taking place in her/his school. I Iowever, in ensuring
that a positive culture of teaching and learning becomes a reality in their schools, principals
cannot work in isolation but, in collaboration with other potential stakeholders. A variety of
factors like good management on the part of principals to good commitment and involvement on
the part of other stakeholders like educators, learners, parents. community, business people and
the government. lead to teaching and learning of a very high and acceptable standard. The
purpose of this research project was to investigate how principals of rural primary schools create
and maintain a culture of teaching and learning. The outcomes of this investigation could assist
rural primary school principals in their attempts towards ensuring a positive culture of teaching
and learning. The outcomes could also assist other stakeholders as to how best can they assist
rural primary school principals in making schools centers for a positive culture of teaching and
learning. The methodology of research for this investigation is quantitative. The questionnaire
was used as a tool for empirical data collection. This research project has revealed several
mechanisms that arc utilized by rural primary school principals in creating and maintain a culture
ofteaching and learning. It also emerged from thi s study that in creating and maintaining COLT
in schools, rural primary school principals encounter some problems that need the undivided
attention of every education stakeholder. / Educational Leadership and Management / M. Ed. (Education Management)
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An exploratory study of the types of psychosocial services provided to educators living with HIV at selected primary schools in the Limpopo ProvinceThindisa, Johanna Ntlwaneng 09 1900 (has links)
Educators play an essential role within the education system as role models. Many
educators, in addition to being affected by learners living with HIV and AIDS, are
themselves living with HIV and struggle to cope. SMTs have to play a role in the
provision of psychosocial services. The purpose of this study was to explore the types
of psychosocial services provided to ELWHIV by their SMTs in order to gain insight and
understanding and to make suggestions on how psychosocial services can be
improved. A qualitative study was undertaken in 2008. Fifteen interviews were
conducted with ELWHIV and members of SMTs at four primary schools in Bela-Bela,
Limpopo Province. The findings reveal that SMTs are failing to implement government
policies and are not providing adequate support for ELWHIV. None of the participating
schools had a functional AIDS policy. Support structures were found to be inadequate
and ineffective. Disclosure was identified as one of the major obstacles to the provision
of effective services. / Sociology / M.A. (Social Behaviour Studies in HIV/AIDS)
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The involvement of parents in rural communities in the education of their children in secondary schoolsBaloyi, Risimati Thomas 17 September 2013 (has links)
Department of Currirulum Studies and Educational Management / MEDCS (Curriculum studies)
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Deviant behaviours of adolescent students who abuse alcohol in secondary schools in Vhembe DistrictMukhuba, Langanani Priscilla 26 February 2015 (has links)
Department of Curriculum Studies and Education Management / MEDEM
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Implications of peer tutoring as multi-grade teaching and learning strategy for learner performance in selected multi-grade schoolsMuthambi, Salome Kolobe 02 March 2016 (has links)
DEd / Department of Curriculum Studies / Multi-grade teaching is a situation where one teacher teaches several grades together
in one class. This phenomenon is common in both developed and developing countries.
However, the problem is, in South Africa there is no multi-grade policy in place,
curriculum and materials are written for mono-grade schools, pre-service and in-service
training for teachers are geared at a mono-grade classroom. Consequently, teachers
are not trained in appropriate multi-grade teaching and learning strategies; this may
affect learner performance at such schools. It has been indicated that there is a dearth
of research in the teaching and assessment practices in multi-grade setting in the
literature, especially in Africa.
This mixed methods study is based on the implications of peer tutoring as a teaching
and learning strategy in English First Additional Language (FAL) for Grade 5 multi-grade
learners’ performance. The purpose of this study was to determine implications of peer
tutoring as a multi-grade teaching and learning strategy on Grade 5 learner
performance in Vhembe District in Limpopo Province of South Africa.
The study used mixed-methods design and concurrent Triangulation approach where
both qualitative and quantitative approaches were used to collect data concurrently.
Quantitative data were collected through quasi experimental design and surveys while
qualitative data were collected using scheduled interviews. The six week one-on-one
peer tutoring programme was designed to assist grade 5 learners to read and spell
proficiently as a supplemental instruction. The literature review revealed that peer
tutoring as a teaching and learning strategy has been effectively used mostly in monograde
schools. The study sample consisted of 77 grade 5 learners from four random
sampled multi-grade schools whose first language (L1) or home language (HL) is
Tshivenda but learnt through English as a Second language (L2) or First Additional
Language (FAL), 4 teachers and 4 principals. Two schools served as treatment group
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while two served as control group. Both groups took a pre-test and post-test; only the
treatment group received peer tutoring intervention.
The mixed method approach involved collected quantitative data through learners’ pretests,
post-tests and spelling activities during the peer tutoring intervention. This was to
compare the grade 5 learners’ results of those who had participated in the peer tutoring
intervention with those in the control group. Both teachers and principals and learners
completed a questionnaire on multi-grade teaching and peer tutoring.
The findings revealed that:
1. The peer tutoring group performed better than the control group.
2. Peer tutoring might possibly be an effective teaching and learning strategy for
multi-grade teaching.
3. Both teachers and principals expressed the need for in-service training
workshops in teaching and learning strategies specifically for multi-grade
teaching.
4. They also revealed that pre-service training should provide training courses on
multi-grade teaching to prepare prospective teachers.
The study recommended the following:
The Department of Education should develop a multi-grade policy. In-service
training workshops should train multi-grade teachers in appropriate multi-grade
teaching and learning strategies. Institutions of higher learning should provide
pre-service training in multi-grade strategies, infuse some multi-grade modules
into their teacher training programmes and provide short courses on multi-grade
teaching.
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The effect of school feeding programmes in addressing food insecurity in the Mutale Municipality of Vhembe District, Limpopo Province in South AfricaDaitai, Ella 18 May 2017 (has links)
MA (Sociology) / Department of Sociology / This study focused on the effects of the school feeding programmes in addressing food insecurity in Mutale Municipality of Vhembe District, Limpopo Province. The study placed school feeding programmes within the wider context of social assistance and a component for securing food for the wellbeing of Mutale rural inhabitants. The major problem identified in this study was the inadequacy of governmental interventions, specifically the social assistance component, to eliminate food insecurity in rural areas. This failure motivated the researcher to venture into an investigation of the school feeding programme and its impact, as a social intervention, in addressing food insecurity among rural citizenry. The study openly delineated various factors contributing to the ruthless chronic food insecurity which has ravaged many families in rural areas. On the theoretical framework, the research incorporated the Capability Theory and the Entitlement approach as the foundational basis of the study. The qualitative approach was used to ensure an in-depth understanding of the contribution of school feeding programmes as a right based in-kind social safety net implemented by the government in addressing the discourse of food insecurity on a rural setting. Respondents of the study included the supervisor at circuit level, the school principal, educators, food handlers, smallholder farmers, learners and their parents. The researcher utilised Quota sampling in the selection of respondents. The researcher gathered data through the use of interviews, non-participant observation and document analysis. The findings of this study were analysed by organizing the data and presenting it in a descriptive manner. Literature revealed that the provision of feeding schemes at schools have the capability to stimulate an enabling environment which can empower rural families with adequate resources essential for eliminating food insecurity. However, this study found out that the feeding scheme marginally created employment, reduced poverty and hunger and increased health and nutrition education among the community members. The programme achieved minimal results as it confronted implementation constraints which ruined its capacity to exterminate rural food insecurity.
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Enhancement of learner's performance in geometry at secondary schools in Vhembe District of the Limpopo ProvinceMamali, Ntshengedzeni Raeneth 05 1900 (has links)
MEd (Curriculum Studies) / Department of Curriculum Studies / Learning Geometry has been identified as an area of Mathematics that poses various problems for many secondary school learners’. Many learners’ fail to develop an adequate understanding of geometrical concepts and to demonstrate good reasoning and problem solving skills. Poor performance of learners’ in Euclidian Geometry has been a concern to Mathematics teachers, parents and government. The purpose of this study was to enhance learners’ performance in Euclidian Geometry as a branch of Mathematics in the FET band of secondary schools. The research question was: What factors facilitate the enhancement of learners’ performance in Euclidian Geometry in the FET band of secondary schools? The study adopted the mixed methods design. The population were all the FET band learners who chose Mathematics as a field of study at secondary schools in Nzhelele East Circuit. Purposive sampling was used to select participants who contributed to qualitative data. For quantitative data, clusters and random sampling methods were used to select learners who participated in the study. The sample consisted of 6 school principals, 6 heads of departments and 6 teachers. These groups of people participated in the interviews. Nine schools were sampled from the population and questionnaires were administered to 405 learners of which 45 were randomly selected from each school and 15 learners were randomly selected from each grade level. Thematic analysis was used to analyze qualitative data and the SPSS Version 22 was employed to analyze quantitative data. The data collected revealed the causes of poor performance in Geometry at Grades 10-12. The results of this study described how learners in Grades 10-12 could improve their performance in Geometry.
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