The mandate from the government is for schools to integrate Environment Education (EE) in all subjects. However, some Life Sciences teachers in the Vhembe District still fail to integrate EE into their lessons. This qualitative case study, hence, investigated how Life Sciences teachers in Vhembe District of Limpopo Province are supported by the Department of Basic Education (DBE) to integrate EE into their lessons. The purpose of this study was to develop guidelines to enhance the support given by DBE, to Life Sciences teachers, in their attempts to integrate EE into their lessons. Studies have been conducted about factors that inhibit the integration of EE in school subjects. However, little has been written about how the DBE supports teachers to integrate EE in their lessons. This study contributes knowledge to this gap. This study was based on interpretivism, followed a qualitative approach and a phenomenological case study design. Three schools in Vhembe District in Limpopo Province were conveniently selected and one Life Sciences teacher was purposively selected from each school to get rich-information about the research topic. One subject advisor was also purposely selected as a participant from the Vhembe District under, Mutshindudi circuit. Data were collected through semi-structured face-to-face interviews with the teachers and the subject advisor. Before the interviews, the Curriculum and Assessment Policy Statement (CAPS) document, pacesetter and textbooks were first analysed. Findings from the CAPS document analysis show support for teachers towards integrating EE in Life Sciences, although, the pacesetter does not provide such support. The teachers, however, do not take advantage of the offered support from the documents because they do not read these curriculum documents. Further, the findings reveal that the subject advisor was not doing enough to support the teachers as the limited support that the teachers received was only reactive. This study also found that lack of training for teachers and the subject advisor, lack of understanding of EE and lack of resources were still challenges in the integration of EE in the research context. This study recommends that there should be a more proactive support for to integrate EE into their lessons so as to produce environmentally informed learners. Thus, the DBE must take responsibility of providing teachers with necessary trainings and resources for EE to support them to integrate it into the lessons. / Educational Studies / M. Ed. (Specialisation in Environmental Education)

The study focused on the challenges facing school governing bodies in the Vhembe district in the implementation of finance policies. Through the provision of the South African Schools Act, 84 of 1996, the school governing body is entrusted with the responsibilities of establishing and managing the school fund. The research was a multi-site case study of the Vhembe district. Purposive sampling of schools was conducted. Semi-structured interviews, observations and document analyses were carried out. The findings suggest that the finance personnel and committees at school level were not well established, trained and thus became dysfunctional. The researcher recommends that finance policies should be amended, finance committees trained and continuous monitoring of finances provided by the circuit and district officials. The study was also characterized by a number of limitations, including difficulties in understanding financial terminology by some participants and fear of handing in financial documents for examination. / Educational Leadership and Management / M. Ed. (Education Management)

A study was undertaken to explore what constitutes instructional capacity in the teaching and learning of mathematics (TLM), with a focus on how schools (as institutions of teaching and learning) integrate resources for a particular configuration of capacity to promote high achievement levels of Grade 12 students in mathematics. Data were collected in ten public secondary schools, mostly in a disadvantaged context, in the Vhembe District in Limpopo Province, South Africa. The study explores strategies for constructing, organising and replenishing instructional capacity in TLM. Five low- and five high-performing schools were selected, based on the pass rate in mathematics in high stakes examinations. The researcher observed lessons and interviewed ten Grade 12 mathematics teachers, ten principals, five curriculum advisors and a sample of forty Grade 12 mathematics students. The research revealed that the capacity to encourage the new curriculum reform practices in TLM within different schools is often inadequate, and largely fails to compensate for organisational effects and arrangements that shape the capacity to create quality instruction in mathematics. However, high-performing schools were somewhat ahead of low-performing schools in terms of encouraging reform-oriented teaching and learning in mathematics. Recommendations include: Principals should initiate the development and implementation of a school-based clinical supervision programme through collaborative decision-making to promote a sense of ownership by all mathematics teachers. Such a supervision programme would enhance commitment and ensure that all efforts are unified towards improving the quality of TLM. There is a need for the DoE in Limpopo Province to coordinate teacher professional development workshops, where effective practising mathematics teachers model how they teach mathematics in the classroom, while other teachers observe. Context-based strategies to enhance student outcomes in mathematics should be devised, such as modelling good practice by effective teachers in terms of: lesson preparation; subject knowledge; pedagogic approach; assessment and monitoring of classroom practice, including direct observation of teaching by HoDs and principals. It is proposed that attention to these issues, amongst others, would limit the impact of an unpromising context on student achievement levels in mathematics in high stakes examinations in the Vhembe District and elsewhere. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education)

The quality of education in South Africa has come increasingly under scrutiny for various reasons and learners ‘performance in mathematics is one of the main areas of concern. Learners in secondary schools in Nzhelele East Circuit in Limpopo Province, South Africa, are not performing well in mathematics. Learners who want to pursue careers such as civil engineering, medicine and other qualifications where mathematics is a prerequisite find it difficult to follow these careers. The study used focus group discussions with 20 Grade 12 learners, face-to-face semi-structured interviews with six teachers and four SMT to investigate factors affecting grade 12 learners performance in mathematics in two secondary schools. The study highlighted socio-cultural and psychological factors that are seen to be barriers in mathematics performance. The purpose of this study was to explore factors that affect Grade 12 learners’ performance in mathematics. As there are many factors, this study's main emphasis was on the influence of the home environment, teachers’ competence and attitudes in teaching mathematics, learners’ attitudes towards mathematics and strategies that can be used to improve learners’ performance in mathematics. The afore-said were named themes each of which related to questions contained in the semi-structured interview schedule. The study included literature review from Kenya, Ghana and South Africa. Qualitative research method was used. Interviews were conducted with SMT, teachers and learners. The researcher set out to answer the following question What are the dominant and most profound socio-cultural and psychological factors of the Grade 12 mathematics learners affecting performance in the Nzhelele East Circuit, Vhembe District of Limpopo Province? The following points will also be taken into consideration during this research. How do learner performance trends in mathematics education look like among Grade 12 mathematics learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa? What are the teacher-based factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? What are the School Management Team (SMTs) factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? THE AIMS AND OBJECTIVES Aim This study investigates the dominant and most profound socio-cultural and psychological factors affecting learner performance in mathematics among Grade 12 learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa. Objectives The objective of this study was to explore the socio-cultural and psychological factors in the home and school environment that affect Grade 12 learners performance in mathematics at Nzhelele East Circuit, Vhembe District of Limpopo Province. Based on the above question the following were findings of the research. • Mathematics is believed to be a critical school subject in most regions of the world in general, and Sub-Saharan Africa in particular. • A plethora of governments – especially those in developing economies where governments are targeting industrialization and technological development believe mathematics is crucial for facilitating development and advancement of the general populace of their regions. • Mathematics is a compulsory subject in most education systems around the world. • There are a variety of complexities and constraints affecting the teaching and learning of mathematics in most regions of the world. • There is poor learner performance in mathematics. This is indicated by high failure rate in mathematics during end-of-year learner assessments. • The reasons for the poor performance of learners in mathematics in the selected schools were vast and intertwined. • Efforts have been made at international level to intervene with regard finding solutions to complexities and constraints affecting teaching-learning environment in mathematics. • The complexities and constraints affecting the teaching-learning environment of mathematics in South Africa stem from South Africa's past era of apartheid education. • Mathematics has been a major target of improvement and transformation by the post-apartheid government in South Africa. • Regardless of the efforts made by the post-apartheid government in South Africa to improve and transform teaching-learning environment in mathematics, there are perpetual complexities and constraints still hindering progress, and this affects learner output in mathematics. • Mathematics is one of the poorly performing subjects in the post-apartheid education system in South African schools – especially those schools which are based in formerly disadvantaged areas such as homelands and townships. • There is a growing body of literature investigating the complexities and constraints affecting the teaching-learning of mathematics in South Africa. Apart from the conclusions based on general observations, the study furthermore concluded that critical learner-based factors, teacher-based factors and SMT-base factors contributed to the state of affairs in the selected participant schools. This study therefore concluded thus: • Learner-based factors Mathematics learners were poorly prepared in the lower grades for senior grades. In other words, learners lacked proper foundation and background in mathematics. Learners were not well taught the basics of mathematics in previous grades. Furthermore, mathematics learners lacked assistance with homework for example because the majority of parents were illiterate and therefore not involved in supervision of learners beyond school environment. Learners showed negative attitude towards their teachers and the subject. Learners were not self-motivated in mathematics. • Teacher-based factors Teachers did not have enough workshops on how to teach mathematics, and also on content knowledge improvement. Less creative teachers were teaching mathematics. Teachers lacked support from their principals. The majority of teachers lacked passion in mathematics. • School Management Teams (SMTs) factors This study concludes that mathematics teachers were not receiving adequate support from the School management Teams (SMTs). Lack of teacher support by SMTs stems from poor organisation of supervisory roles expected from SMTs. Teachers' work is not being properly monitored and supervised. RECOMMENDATIONS Based on the conclusions drawn from the study, the following recommendations are crucial, and they have to be implemented: • Recommendations to the Department of Education This study recommends that the Department of Education should monitor or revisit the methods of teaching and learning of mathematics. Assessment should also be revisited to ensure that the mathematics paper is not too long for the learners during examinations. Enlisted service providers who facilitate teacher workshops for mathematics must be conversant with content requirements of mathematics. Considerations should be made to simplify the mathematics question paper. The Department of Education should also provide necessary resources such as textbooks timeously. Knowledgeable mathematics specialists and advisers could be enlisted to visit regular visits to schools to assist teachers and learners throughout the year. • Recommendations to the School Management Teams (SMTs) The SMT should ensure that their educators are adequately qualified to teach mathematics. as a subject as well as being able to teach their learners in a way that they understand the subject. In addition, teachers who are knowledgeable in teaching mathematics should be appointed to teach mathematics. The SMTs should also ensure that compulsory workshops are provided for mathematics teachers at school level. Furthermore, the SMTs should ensure that educators are able to identify learners that are under-performing, monitor the utilisation of study time and assist in resolving problems regarding the poor performance of such individual learners. School Management Teams shall facilitate additional after-hours lessons and sessions to assist learners identified as lacking in home environment assistance for example. Moreover, SMTs should also encourage all Grade 12 mathematics learners to participate in supervised extra mathematics lessons and extra-mural activities in order to develop and build their self-confidence and positive self-esteem. In addition, the SMT members should be more supportive to their mathematics teachers. Continuous moderation of teachers' work should be encouraged. School Management Teams (SMTs) should also develop motivational programmes and instruments to encourage and motivate learners in their respective schools. For example, performing learners could be awarded with prizes in public – especially during school organised functions which might include learners, teachers and parents. • Recommendations to the teachers The teachers should make it a point that they attended mathematics workshops as organised by various stakeholders. Teachers' interest in mathematics could be improved by improving their knowledge of subject content in mathematics, and personal recognition by authorities. Performing teachers could also be recognised and awarded with prizes publicly at school gatherings and meetings. Teachers should also be encouraged to obtain further qualifications and skills in mathematics. • Recommendations to the learners Efforts should be made to improve learners’ attitudes towards mathematics, and in addition to their mathematics teachers. Learners should be made aware of national target for mathematics education and the implications thereof. This could be achieved by utilizing educators – especially those who teach Guidance as a subject to learners to provide more convincing evidence of the spin-offs of obtaining good passes in mathematics in South Africa. SUGGESTION FOR AREAS NEEDING FURTHER STUDY There is a need to conduct follow-up research on: • applied strategies and instrument to improve learner attitude towards mathematics. • Establishing whether the complexities and constraints affecting learner performance in mathematics affect both girl and boy learners the same considering that their circumstances and conditions might materially differ. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

South Africa‟s recent participation in the national, regional and international studies revealed that the South African learners perform poorly in mathematics when compared with other same-level learners in other participating countries. In response to the results, the Department of Basic Education implemented intervention strategies such as Foundations for Learning and the Systemic Evaluation among others to enhance learner performance in mathematics. This study investigated the role of Grade R teachers in creating a conducive environment for learning numeracy using schools in the Vhuronga circuit of the Vhembe District in South Africa as case studies. The investigation encompassed: (a) the extent to which Grade R teachers create a conducive environment for learning numeracy; (b) how Grade R teachers are implementing the numeracy curriculum and (c) classroom factors that influence approaches teachers employ during numeracy teaching. A qualitative methodology using case study research design was adopted for collecting data in Grade R classrooms at Vhuronga. Interviews, observation, and document analyses ensured valid data. Qualitative data analysis involved coding and categorizing patterns from field notes in order to identify themes for discussion. The study established that inadequate resources which include limited classroom space, lack of appropriate learning materials, furniture, and in-service teacher training programmes, were impediments that restricted Grade R teachers from creating a conducive environment for learning numeracy. The study further established that whole-class teaching dominated numeracy lessons. A few teachers who taught small classes implemented a variety of play-based activities that encouraged interaction and exploration of adequate learning materials in small-groups in order to create a conducive environment for learning numeracy. In contrast, most teachers with large classes considered the classroom layout fixed. The teachers arranged the desks in rows and engaged the whole-class in similar learning activities. Additionally, the study established the need for ongoing training to refine and update teachers‟ skills in creating well organized classrooms that are conducive for numeracy learning. The study recommends that the Department of Basic Education should create opportunies for Grade R teachers to participate in regular in-service training that emphasize practical work, in order to strengthen their capacity in creating conducive classrooms for learning numeracy and ensure quality education. / Mathematics Education / D. Ed. (Didactics)

A study was undertaken to explore what constitutes instructional capacity in the teaching and learning of mathematics (TLM), with a focus on how schools (as institutions of teaching and learning) integrate resources for a particular configuration of capacity to promote high achievement levels of Grade 12 students in mathematics. Data were collected in ten public secondary schools, mostly in a disadvantaged context, in the Vhembe District in Limpopo Province, South Africa. The study explores strategies for constructing, organising and replenishing instructional capacity in TLM. Five low- and five high-performing schools were selected, based on the pass rate in mathematics in high stakes examinations. The researcher observed lessons and interviewed ten Grade 12 mathematics teachers, ten principals, five curriculum advisors and a sample of forty Grade 12 mathematics students. The research revealed that the capacity to encourage the new curriculum reform practices in TLM within different schools is often inadequate, and largely fails to compensate for organisational effects and arrangements that shape the capacity to create quality instruction in mathematics. However, high-performing schools were somewhat ahead of low-performing schools in terms of encouraging reform-oriented teaching and learning in mathematics. Recommendations include: Principals should initiate the development and implementation of a school-based clinical supervision programme through collaborative decision-making to promote a sense of ownership by all mathematics teachers. Such a supervision programme would enhance commitment and ensure that all efforts are unified towards improving the quality of TLM. There is a need for the DoE in Limpopo Province to coordinate teacher professional development workshops, where effective practising mathematics teachers model how they teach mathematics in the classroom, while other teachers observe. Context-based strategies to enhance student outcomes in mathematics should be devised, such as modelling good practice by effective teachers in terms of: lesson preparation; subject knowledge; pedagogic approach; assessment and monitoring of classroom practice, including direct observation of teaching by HoDs and principals. It is proposed that attention to these issues, amongst others, would limit the impact of an unpromising context on student achievement levels in mathematics in high stakes examinations in the Vhembe District and elsewhere. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education)

The quality of education in South Africa has come increasingly under scrutiny for various reasons and learners ‘performance in mathematics is one of the main areas of concern. Learners in secondary schools in Nzhelele East Circuit in Limpopo Province, South Africa, are not performing well in mathematics. Learners who want to pursue careers such as civil engineering, medicine and other qualifications where mathematics is a prerequisite find it difficult to follow these careers. The study used focus group discussions with 20 Grade 12 learners, face-to-face semi-structured interviews with six teachers and four SMT to investigate factors affecting grade 12 learners performance in mathematics in two secondary schools. The study highlighted socio-cultural and psychological factors that are seen to be barriers in mathematics performance. The purpose of this study was to explore factors that affect Grade 12 learners’ performance in mathematics. As there are many factors, this study's main emphasis was on the influence of the home environment, teachers’ competence and attitudes in teaching mathematics, learners’ attitudes towards mathematics and strategies that can be used to improve learners’ performance in mathematics. The afore-said were named themes each of which related to questions contained in the semi-structured interview schedule. The study included literature review from Kenya, Ghana and South Africa. Qualitative research method was used. Interviews were conducted with SMT, teachers and learners. The researcher set out to answer the following question What are the dominant and most profound socio-cultural and psychological factors of the Grade 12 mathematics learners affecting performance in the Nzhelele East Circuit, Vhembe District of Limpopo Province? The following points will also be taken into consideration during this research. How do learner performance trends in mathematics education look like among Grade 12 mathematics learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa? What are the teacher-based factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? What are the School Management Team (SMTs) factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? THE AIMS AND OBJECTIVES Aim This study investigates the dominant and most profound socio-cultural and psychological factors affecting learner performance in mathematics among Grade 12 learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa. Objectives The objective of this study was to explore the socio-cultural and psychological factors in the home and school environment that affect Grade 12 learners performance in mathematics at Nzhelele East Circuit, Vhembe District of Limpopo Province. Based on the above question the following were findings of the research. • Mathematics is believed to be a critical school subject in most regions of the world in general, and Sub-Saharan Africa in particular. • A plethora of governments – especially those in developing economies where governments are targeting industrialization and technological development believe mathematics is crucial for facilitating development and advancement of the general populace of their regions. • Mathematics is a compulsory subject in most education systems around the world. • There are a variety of complexities and constraints affecting the teaching and learning of mathematics in most regions of the world. • There is poor learner performance in mathematics. This is indicated by high failure rate in mathematics during end-of-year learner assessments. • The reasons for the poor performance of learners in mathematics in the selected schools were vast and intertwined. • Efforts have been made at international level to intervene with regard finding solutions to complexities and constraints affecting teaching-learning environment in mathematics. • The complexities and constraints affecting the teaching-learning environment of mathematics in South Africa stem from South Africa's past era of apartheid education. • Mathematics has been a major target of improvement and transformation by the post-apartheid government in South Africa. • Regardless of the efforts made by the post-apartheid government in South Africa to improve and transform teaching-learning environment in mathematics, there are perpetual complexities and constraints still hindering progress, and this affects learner output in mathematics. • Mathematics is one of the poorly performing subjects in the post-apartheid education system in South African schools – especially those schools which are based in formerly disadvantaged areas such as homelands and townships. • There is a growing body of literature investigating the complexities and constraints affecting the teaching-learning of mathematics in South Africa. Apart from the conclusions based on general observations, the study furthermore concluded that critical learner-based factors, teacher-based factors and SMT-base factors contributed to the state of affairs in the selected participant schools. This study therefore concluded thus: • Learner-based factors Mathematics learners were poorly prepared in the lower grades for senior grades. In other words, learners lacked proper foundation and background in mathematics. Learners were not well taught the basics of mathematics in previous grades. Furthermore, mathematics learners lacked assistance with homework for example because the majority of parents were illiterate and therefore not involved in supervision of learners beyond school environment. Learners showed negative attitude towards their teachers and the subject. Learners were not self-motivated in mathematics. • Teacher-based factors Teachers did not have enough workshops on how to teach mathematics, and also on content knowledge improvement. Less creative teachers were teaching mathematics. Teachers lacked support from their principals. The majority of teachers lacked passion in mathematics. • School Management Teams (SMTs) factors This study concludes that mathematics teachers were not receiving adequate support from the School management Teams (SMTs). Lack of teacher support by SMTs stems from poor organisation of supervisory roles expected from SMTs. Teachers' work is not being properly monitored and supervised. RECOMMENDATIONS Based on the conclusions drawn from the study, the following recommendations are crucial, and they have to be implemented: • Recommendations to the Department of Education This study recommends that the Department of Education should monitor or revisit the methods of teaching and learning of mathematics. Assessment should also be revisited to ensure that the mathematics paper is not too long for the learners during examinations. Enlisted service providers who facilitate teacher workshops for mathematics must be conversant with content requirements of mathematics. Considerations should be made to simplify the mathematics question paper. The Department of Education should also provide necessary resources such as textbooks timeously. Knowledgeable mathematics specialists and advisers could be enlisted to visit regular visits to schools to assist teachers and learners throughout the year. • Recommendations to the School Management Teams (SMTs) The SMT should ensure that their educators are adequately qualified to teach mathematics. as a subject as well as being able to teach their learners in a way that they understand the subject. In addition, teachers who are knowledgeable in teaching mathematics should be appointed to teach mathematics. The SMTs should also ensure that compulsory workshops are provided for mathematics teachers at school level. Furthermore, the SMTs should ensure that educators are able to identify learners that are under-performing, monitor the utilisation of study time and assist in resolving problems regarding the poor performance of such individual learners. School Management Teams shall facilitate additional after-hours lessons and sessions to assist learners identified as lacking in home environment assistance for example. Moreover, SMTs should also encourage all Grade 12 mathematics learners to participate in supervised extra mathematics lessons and extra-mural activities in order to develop and build their self-confidence and positive self-esteem. In addition, the SMT members should be more supportive to their mathematics teachers. Continuous moderation of teachers' work should be encouraged. School Management Teams (SMTs) should also develop motivational programmes and instruments to encourage and motivate learners in their respective schools. For example, performing learners could be awarded with prizes in public – especially during school organised functions which might include learners, teachers and parents. • Recommendations to the teachers The teachers should make it a point that they attended mathematics workshops as organised by various stakeholders. Teachers' interest in mathematics could be improved by improving their knowledge of subject content in mathematics, and personal recognition by authorities. Performing teachers could also be recognised and awarded with prizes publicly at school gatherings and meetings. Teachers should also be encouraged to obtain further qualifications and skills in mathematics. • Recommendations to the learners Efforts should be made to improve learners’ attitudes towards mathematics, and in addition to their mathematics teachers. Learners should be made aware of national target for mathematics education and the implications thereof. This could be achieved by utilizing educators – especially those who teach Guidance as a subject to learners to provide more convincing evidence of the spin-offs of obtaining good passes in mathematics in South Africa. SUGGESTION FOR AREAS NEEDING FURTHER STUDY There is a need to conduct follow-up research on: • applied strategies and instrument to improve learner attitude towards mathematics. • Establishing whether the complexities and constraints affecting learner performance in mathematics affect both girl and boy learners the same considering that their circumstances and conditions might materially differ. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The study focused on the challenges facing school governing bodies in the Vhembe district in the implementation of finance policies. Through the provision of the South African Schools Act, 84 of 1996, the school governing body is entrusted with the responsibilities of establishing and managing the school fund. The research was a multi-site case study of the Vhembe district. Purposive sampling of schools was conducted. Semi-structured interviews, observations and document analyses were carried out. The findings suggest that the finance personnel and committees at school level were not well established, trained and thus became dysfunctional. The researcher recommends that finance policies should be amended, finance committees trained and continuous monitoring of finances provided by the circuit and district officials. The study was also characterized by a number of limitations, including difficulties in understanding financial terminology by some participants and fear of handing in financial documents for examination. / Educational Leadership and Management / M. Ed. (Education Management)

PhDRDV / Institute for Rural Development / Potable water supply is a fundamental human right and protected by international conventions and national laws. Access to it and having in place an appropriate water supply system remain the building blocks to improving and maintaining the welfare of any community for it to enjoy a healthy and productive life. The supply of potable water, especially in Africa's rural areas, however, remains a challenge. The demand for a system to provide sustainable water supply has been on the increase due to population growth and the climate change phenomenon. Vhembe District Municipality (VDM), as the responsible authority for water supply in sections of the Limpopo Province, faces many challenges, including - aging water supply infrastructure, lack of capacity of officials, and lack of funds for maintenance; these often lead to a breakdown of the supply system. This challenge results, for example, in increased health hazards that often cause tension between the District and the residents. The study’s main objective was to investigate the water supply system in Vhembe so as to suggest an effective intervention strategy for potable rural water supply system to improve the supply in the Vhembe District Municipality of the Limpopo Province. The specific objectives were - to determine the current potable water supply sources in rural communities of the VDM, examine the system’s ability to meet the needs of the rural communities in VDM and to identify the challenges and coping strategies used to meet potable water supply in VDM. A mixed-method, of both qualitative and quantitative research designs and techniques, was adopted and focus group discussions and in-depth interviews were used to gather data. From the four local municipalities of VDM, 14 wards were purposively selected through proportional representation of 448 households, which were randomly selected. Three municipal officials responsible for the water supply system in the VDM were selected through census. Key-informant discussions were held with councillors from the 14 wards, with focus group discussions used to engage the 448 households, and traditional leaders. Thematic content analysis was used to identify common themes, ideas, and patterns of meaning that came up frequently from qualitative data. The IBM Statistical Package for the Social Science (SPSS) version 25 was used to analyse data using descriptive statistics, one way ANOVA and Chi-Square test.The results revealed that in Vhembe District Municipality, the primary sources of water were boreholes (45.3%) followed by piped water from the dams (35.3%). The majority of the households (53.6%) obtain water from boreholes once per week, with 4% resorting to obtaining water from rivers, 5.4% obtained water from fountains and 10% obtained their water from Municipality water tankers (truck tankers). These results indicate that the District continues to face challeges in its efforts to fulfill its mandate as the responsible authority for water supply, in the rural communities due to lack of a sustainable system to supply the required minimum water needs for households. The study recommended that all stakeholders should join hands to invest in a system that has more water supply options to sustainably meet the needs of the growing population. The system should have management ii structures relevant for villages, as critical pillars to assist - with the management system, address minor maintenance requirements, and monitor and report any water supply system-related issues. It was also suggested that rural communities be encouraged to pay for water supply services, for the system's sustainability and that the system in VDM would be improved when stakeholders (communities, government, and NGOs) come together. / NRF

This mini-dissertation deals with the impact of child labour in the Vhembe Region. Africa reportedly has the highest incidence of child labour in the world. Vhembe as a region and South Africa as a whole has the problem of child labour which is influenced by poverty. To respond to this problem, some scholars recommend an outright ban on child labour through legislation. Child labour refers to dangerous and exploitative work which is carried out at too early an age, involves long working hours, carried out in inadequate conditions, not sufficiently paid, involves excessive responsibility, and undermines the child’s dignity and self-esteem. The mini-dissertation has clearly defined the child labour and discusses the legislative framework, international law framework and the challenges of child labour in the Vhembe Region.