The main purpose of this study was to establish how effectively mediation was applied to advance learners‟ fundamental rights in English First Additional Language classrooms. The researcher did a literature study in Chapter Two to do research on the concept mediation. The researcher briefly looked at a variety of approaches to mediation before deciding to base her study on the twelve mediation principles of Feuerstein. The advantages gained by following a mediational approach while teaching learners could not be disputed. In Chapter Three, the researcher investigated which fundamental rights learners have at South African schools. A variety of legislation was studied before determining those Acts and the legislation applicable to learners‟ fundamental rights. The researcher then proceeded with her empirical design in which she discussed the quantitative and qualitative methods of data collection which were triangulated in order to make findings. The researcher ensured that both mediation and fundamental rights were tested in the questionnaires which were answered by educators and learners. Thereafter, three focus group interviews were held with the educators who had completed the questionnaires. Lastly, the researcher conducted six observations during English First Additional Language literature periods. In order to advance learners‟ fundamental rights while applying mediation during literature periods, the researcher developed a teaching and learning programme for poetry in Grade 11 English First Additional Language educators. Through the research it was found that educators neglect the application of mediation. This, unfortunately, results in detrimental effects concerning the advancement of learners‟ fundamental rights. / Thesis (PhD (Education Law))--North-West University, Vaal Triangle Campus, 2013

The main purpose of this study was to establish how effectively mediation was applied to advance learners‟ fundamental rights in English First Additional Language classrooms. The researcher did a literature study in Chapter Two to do research on the concept mediation. The researcher briefly looked at a variety of approaches to mediation before deciding to base her study on the twelve mediation principles of Feuerstein. The advantages gained by following a mediational approach while teaching learners could not be disputed. In Chapter Three, the researcher investigated which fundamental rights learners have at South African schools. A variety of legislation was studied before determining those Acts and the legislation applicable to learners‟ fundamental rights. The researcher then proceeded with her empirical design in which she discussed the quantitative and qualitative methods of data collection which were triangulated in order to make findings. The researcher ensured that both mediation and fundamental rights were tested in the questionnaires which were answered by educators and learners. Thereafter, three focus group interviews were held with the educators who had completed the questionnaires. Lastly, the researcher conducted six observations during English First Additional Language literature periods. In order to advance learners‟ fundamental rights while applying mediation during literature periods, the researcher developed a teaching and learning programme for poetry in Grade 11 English First Additional Language educators. Through the research it was found that educators neglect the application of mediation. This, unfortunately, results in detrimental effects concerning the advancement of learners‟ fundamental rights. / Thesis (PhD (Education Law))--North-West University, Vaal Triangle Campus, 2013

The study is about how the development of a teaching and learning programme may lead proper waste management in Limpopo. It is a case study and ten schools were identified. The questionnaire was handed out to learners and educators who participated as respondents. From the analysis of the views expressed on the questionnaire completed by the learners and educators, they indicated that there is no waste management programmes. Literature review in this study indicated how teaching and learning programmes have been developed globally and in South Africa with reference to industries, communities and schools. The questionnaire revealed that many schools did not have waste management programmes therefore it was confirmed that the development of a teaching and learning programme could lead to proper waste management. / Further Teaching Education / M. Ed. (Environmental Education)

The study is about how the development of a teaching and learning programme may lead proper waste management in Limpopo. It is a case study and ten schools were identified. The questionnaire was handed out to learners and educators who participated as respondents. From the analysis of the views expressed on the questionnaire completed by the learners and educators, they indicated that there is no waste management programmes. Literature review in this study indicated how teaching and learning programmes have been developed globally and in South Africa with reference to industries, communities and schools. The questionnaire revealed that many schools did not have waste management programmes therefore it was confirmed that the development of a teaching and learning programme could lead to proper waste management. / Further Teaching Education / M. Ed. (Environmental Education)