The purpose of this study was to explore the extent to which grade 10 Thohoyandou secondary teachers’ integrated Environmental Education (EE) themes in Curriculum Assessment Policy Statements (CAPS) subjects and to suggest teaching approaches that can be used in the integration of EE themes. The theoretical framework was drawn from four key learning theories: place-based learning, social constructivism, outdoor experiential learning and connectivism. A qualitative research approach was employed as the researcher sought in-depth understanding of teachers’ perceptions to- wards the integration of EE themes in their subjects. The study population comprised teachers integrating EE themes in grade 10 subjects. Convenient purposive sampling was used to select five (n=5) schools and ten (n=10) teachers as participants in this single case study. Data were collected through semi-structured interviews using a re- searcher-designed interview guide, document analysis and non-participatory observation. Content analysis was used to analyse data obtained. Results indicated that all teachers in this study were qualified to teach the subject and the grades they were teaching. Qualifications ranged from a secondary teaching diploma to the Masters in Education. However, no teacher had received prior training to integrate EE themes in their subjects. Teachers possessed knowledge and could apply some of the theories foregrounding EE in their subjects. Challenges faced by teachers in integrating EE themes in their subjects were lack of resources, overcrowded classes and poor learner involvement and understanding. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The aim of this study was to investigate the criteria for effective continuous professional development of educators and to determine ways of improvement of the programmes as implemented in secondary schools in the Thohoyandou district of Limpopo Province. The study was conducted through a literature review and qualitative investigation. The literature review explored the nature of effective professional development of educators and the criteria for design, planning and implementation of such programmes. The qualitative study investigated the management of professional development programmes for secondary schools educators in the Thohoyandou district using interviews with district coordinators or Educator Multi Purpose Centers (EMPC) facilitators, secondary school principals and educators. The findings revealed the strengths and weaknesses of professional development programmes. Based on the literature review and qualitative investigation, recommendations were made with regard to the provision of effective professional development programmes for educators, particularly secondary school educators. / Teacher Education / M. Ed. (Education Managament)

The aim of this study was to investigate the criteria for effective continuous professional development of educators and to determine ways of improvement of the programmes as implemented in secondary schools in the Thohoyandou district of Limpopo Province. The study was conducted through a literature review and qualitative investigation. The literature review explored the nature of effective professional development of educators and the criteria for design, planning and implementation of such programmes. The qualitative study investigated the management of professional development programmes for secondary schools educators in the Thohoyandou district using interviews with district coordinators or Educator Multi Purpose Centers (EMPC) facilitators, secondary school principals and educators. The findings revealed the strengths and weaknesses of professional development programmes. Based on the literature review and qualitative investigation, recommendations were made with regard to the provision of effective professional development programmes for educators, particularly secondary school educators. / Teacher Education / M. Ed. (Education Managament)

Sweetpotato (Ipomoea batatas) is a major staple food in Africa and the rest of the world where they are discovered to be a good source of carbohydrates, vitamin A, vitamin C and protein. The maximum production potential of the crop is being hampered by severe drought which ravages most parts of Africa. The main aim of this project therefore is to screen collected accessions of sweetpotatofor drought tolerance in a quick screening method with a view to identify cultivars that can perform well under water stress conditions. Fifty selected sweetpotato accessions consisting of cultivars and breeding lines collected from the ARC-VOPI gene bank were planted for drought screening in the glass house for 6 weeks during which water was withheld to induce stress. Observations were made on number of dead plants and days to wilting point, the results were analyzed and 12 best performing cultivars were selected for field trials. The field trial was carried out in Lwamondo, Thohoyandou for 6months under rain-fed conditions. The experiment was conducted in a complete randomized block design with 6 replicates.Yield data and growth parameters were collected every 8 weeks during the trial period and the data collected was analyzed using ANOVA. The best performing cultivars were Zapallo, Tacna, Ejumula, 2004-9-2 and Ndou. They were therefore recommended for further evaluation in other drought prone areas of the country. / Agriculture and  Animal Health / M. Sc. (Agriculture)

Sweetpotato (Ipomoea batatas) is a major staple food in Africa and the rest of the world where they are discovered to be a good source of carbohydrates, vitamin A, vitamin C and protein. The maximum production potential of the crop is being hampered by severe drought which ravages most parts of Africa. The main aim of this project therefore is to screen collected accessions of sweetpotatofor drought tolerance in a quick screening method with a view to identify cultivars that can perform well under water stress conditions. Fifty selected sweetpotato accessions consisting of cultivars and breeding lines collected from the ARC-VOPI gene bank were planted for drought screening in the glass house for 6 weeks during which water was withheld to induce stress. Observations were made on number of dead plants and days to wilting point, the results were analyzed and 12 best performing cultivars were selected for field trials. The field trial was carried out in Lwamondo, Thohoyandou for 6months under rain-fed conditions. The experiment was conducted in a complete randomized block design with 6 replicates.Yield data and growth parameters were collected every 8 weeks during the trial period and the data collected was analyzed using ANOVA. The best performing cultivars were Zapallo, Tacna, Ejumula, 2004-9-2 and Ndou. They were therefore recommended for further evaluation in other drought prone areas of the country. / Agriculture and  Animal Health / M. Sc. (Agriculture)

The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that one of the crucial outcomes is that all possible barriers to learning must be eliminated so that all learners are able to actualise their full potential. Inclusive education, as embedded within the Education Policy, is regarded as an approach which will allow learners to actualise their full potential. This study is a critical reflection on whether inclusive education is practised in primary schools in the Thohoyandou area. The research findings indicated that inclusive education is not practised in the Thohoyandou area. A major factor or barrier in this regard is that teachers and principals are not empowered in terms ofknowledge to practise inclusive education. Other factors acting as barriers to the implementation of inclusive education are that the school buildings do not cater for physically and visually impaired learners as well as the attitudes of teachers, parents and peers are inclined to be negative towards learners experiencing barriers to learning. The community should also be educated and empowered to assist and understand these learners, who will become the future members of the community, more effectively, As inclusive education is one of the means whereby all learners are given the opportunity to actualise their full potential, these barriers must be addressed so that inclusive education can be practised in all primary schools in the Thohoyandou area. A few strategies to implement inclusive education in the Thohoyandou area are suggested by the researcher. / Educational Studies / M. Ed. (Special Needs Education)

The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that one of the crucial outcomes is that all possible barriers to learning must be eliminated so that all learners are able to actualise their full potential. Inclusive education, as embedded within the Education Policy, is regarded as an approach which will allow learners to actualise their full potential. This study is a critical reflection on whether inclusive education is practised in primary schools in the Thohoyandou area. The research findings indicated that inclusive education is not practised in the Thohoyandou area. A major factor or barrier in this regard is that teachers and principals are not empowered in terms ofknowledge to practise inclusive education. Other factors acting as barriers to the implementation of inclusive education are that the school buildings do not cater for physically and visually impaired learners as well as the attitudes of teachers, parents and peers are inclined to be negative towards learners experiencing barriers to learning. The community should also be educated and empowered to assist and understand these learners, who will become the future members of the community, more effectively, As inclusive education is one of the means whereby all learners are given the opportunity to actualise their full potential, these barriers must be addressed so that inclusive education can be practised in all primary schools in the Thohoyandou area. A few strategies to implement inclusive education in the Thohoyandou area are suggested by the researcher. / Educational Studies / M. Ed. (Special Needs Education)

MAAS / Department of African Studies / Medicinal plants are now used as a livelihood activity by the marginalized urban poor communities in various places around the world. Indigenous knowledge in medicinal plants is owned and practiced by the knowledge holders for different purposes. It entails the passing of skills and knowledge from one generation to the other within a specific geographical area. Vhembe district is well known to be rich in plants and the people own the rich knowledge in medicinal plants. However, much debate has emerged around the effectiveness of indigenous knowledge in alleviating poverty levels amongst the communities. Despite the wealth and abundance of indigenous knowledge in medicinal plants, Limpopo Province is still rated as one of the poorest provinces in South Africa. Consequently, this study sought to investigate the utilization of indigenous knowledge by medicinal plant vendors in Thohoyandou, Vhembe District. The study has used the qualitative research approach by means of an interview schedule and semi-structured interviews to collect data from a sample of 10 respondents, who were selected using the purposive and snowballing non-probability sampling techniques. The data collected was analyzed thematically. The findings in this study revealed that the sale of medicinal plants by vendors is a source of employment done mostly by men than women who have been engaged in this form of street trading for more than 23 years. The CBD in Thohoyandou is deemed preferably by the medicinal plant vendors as it is busy and attracts more customers. Although the medicinal plant vendors make a living out of selling their practice, they are not fully supported by key stakeholders. The research therefore concluded that the use of indigenous knowledge by medicinal plant vendors has an important role to play in creating employment for indigenous knowledge holders and as such should be invested in. The study recommends that key stakeholders such as the municipality, private companies, business support groups and the government should take the initiative to upgrade, develop and invest in indigenous knowledge v holders of medicinal plants to reduce unemployment in the province and avoid the risk of extinction of the knowledge. Lastly, more research should be conducted on a much bigger scale / NRF

Several misconceptions show up when learners answer questions on Chemical Equilibrium during examinations. Literature from other researchers shows similar trend of misconceptions (Johnstone, 2000; Morais, Paiva and Barros, 2007; Adesoji and Babatunde, 2008) for example, ‘apply pressure to the reactants’ (Johnstone, 2000). This shows that Chemistry has no meaning to these learners and they end up with misconceptions as they try to memorise facts in order to pass examinations. Learners are taught before writing these examinations, but how are they taught the concepts of Chemical Equilibrium? A descriptive approach was used on an exploratory survey conducted in Thohoyandou Cluster among Physical Science (Chemistry) FET band Educators. Cluster sampling of 40 educators from 18 randomly sampled schools responded to questionnaires. Five ‘well experienced’ educators who have been producing ‘good’ results at Grade 12 NSC examinations and two Physical Sciences subject advisors were interviewed. Using Spearman Brown Split-Half statistical method a 0,891 reliability coefficient was obtained. Research results show lack or under utilisation of laboratory equipment, teaching strategies which promote rote learning. Lack of confidence of educators due to deficiency in topic content knowledge and pedagogical skills which promote conceptual understanding were identified. Problem of English language leading to communication breakdown between educator-learners and between learner-subject leading to emergency of knowledge gaps in learners. Educators consider professional development through re-training and workshops on subject content matter and teaching strategies as the way forward to improve the quality of teaching. Topic specific PCK focusing on problem-solving strategy was recommended as a means to increasing educators’ efficiency in teaching and enhance learners’ comprehension and achievement in Physical Science. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education (Chemistry Education))

MSc (Zoology) / Department of Zoology / See the attached abstract below