The implementation of the National Curriculum Statement was problematic to the culture of teaching and learning in various South African schools. If challenges experienced by educators, such as inadequate resources, financial constraints and lack of training, are not addressed, this will have far-reaching consequences not only for our education system but also for the type of skilled learners that will be produced and for the economic growth of the country. This qualitative investigation was conducted in a single school in Limpopo Province with the aim of finding out which challenges the implementation of the NCS presents to FET educators. The sample consisted of educators and learners from grades ten to twelve as well as members of the SGB, SMT and district education officers. Data were collected through questionnaires and interviews. It was found that the implementation of the National Curriculum Statement was problematic and far from satisfactory. The study highlights the need for the Department of Education to prioritise educational resources for schools and educator training in curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This thesis explored teachers’ experiences in curriculum implementation in primary schools in the Vhembe district. Curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. Primary school teachers are pillars of strength in contributing to the children’s future success. The thesis presents a contribution to the knowledge of curriculum implementation at the school level through a case study and a qualitative research approach as it aimed to comprehend and describe teachers’ practices and experiences on the implementation of the curriculum, which is a social phenomenon that includes ideas, thoughts, and actions. The thesis takes an appropriate starting point in arguing that curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. The context of the argument is primary school teachers’ lived experiences in South Africa in the face of curriculum change. The researcher critically argues that South Africa is amongst many countries that experienced curriculum challenges and resorted to change and one of the changes was in the form of the Curriculum and Assessment Policy Statement (CAPS) which signalled a shift in teaching approaches. In this new way of teaching, teachers seem lost and therefore apply traditional teaching methods. Teachers are expected to apply curriculum changes and develop new skills through qualification improvement, but it is questionable whether the challenges that the teachers themselves recognise as important are taken into cognisance. The researcher elaborated eight recommendations in relation to the Curriculum and Assessment Policy Statement. Some of the recommendations are summarily as that education curriculum advisors from the Limpopo Department of Education be appointed to visit all schools to aid and assess the implementation. It is also recommended that the Department of Basic Education must retrain all primary school teachers for a week during school vacation. These recommendations are of paramount importance and the Limpopo Department of Education should consider them as a priority. As the government can intervene by funding the implementation of the CAPS in the training and reskilling of teachers. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)

This qualitative case study focuses on identifying factors that could either enable or constrain sustainable food waste management as a form of environmental education (EE) in the participating schools. The study was motivated by the observation that the National School Nutrition Program (NSNP) that was introduced by the Department of Basic Education to support learners from disadvantaged backgrounds with nutritious food was causing pollution in some schools due to inadequate discarding of food leftovers. The purpose of the study was to develop recommendations towards a sustainable means of managing this food waste in the schools. As an Agricultural Science educator, I wanted to explore the possibilities of enhancing environmental education in schools through sustainable food waste management. While research has been conducted about food waste management and how this is an environmental concern, little has been written about it as it relates to environmental education and sustainability in schools. Hence, this study sought to contribute knowledge to this gap. To achieve this aim, this study followed a descriptive case study design, framed by the value-belief-norm (VBN) theory. Three schools in Vhembe district, Limpopo, were conveniently selected, and the NSNP food coordinator of each selected school, one food handler, two learners, two educators and two SGB members from each sampled school were purposively sampled to get rich information from them about sustainable school food waste management. Data were collected through semi-structured, face-to-face interviews and observations. The findings indicate the various ways in which food waste could be managed in these schools, such as recycling through composting, reusing by community farmers, and reducing the amount of possible food waste. The study also found environmental education to be a key element in which the schools could invest to sustainably and effectively manage food waste. / Educational Studies / M. Ed. (Environmental Education)

The implementation of the National Curriculum Statement was problematic to the culture of teaching and learning in various South African schools. If challenges experienced by educators, such as inadequate resources, financial constraints and lack of training, are not addressed, this will have far-reaching consequences not only for our education system but also for the type of skilled learners that will be produced and for the economic growth of the country. This qualitative investigation was conducted in a single school in Limpopo Province with the aim of finding out which challenges the implementation of the NCS presents to FET educators. The sample consisted of educators and learners from grades ten to twelve as well as members of the SGB, SMT and district education officers. Data were collected through questionnaires and interviews. It was found that the implementation of the National Curriculum Statement was problematic and far from satisfactory. The study highlights the need for the Department of Education to prioritise educational resources for schools and educator training in curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This study focuses on challenges and prospects of the teaching of the Doppler Effect to grade 12 learners. The challenges of teaching the Doppler Effect were established and these findings influenced the development of activities. These activities were tested, refined and re-tested in an iterative cycle and finally provided prospects on teaching the Doppler Effect. Educational Design Research (EDR) was used to bridge theory and practice in education. This study was done in the Vhembe district in the Limpopo province. In the first cycle, questionnaires and interviews with 32 teachers and a subject advisor were used to establish the baseline with regards to the challenges of teaching the Doppler Effect. After the analysis of the data which forms the first cycle of EDR, the content and methodological problems faced by teachers when teaching the Doppler Effect were revealed. In the second cycle of the EDR, learning activities were developed that was informed by the analysis and tried out in 2 schools by learners and their teachers. Completed activity sheets were marked and the results were used to determine if there were a correlation between the activity sheets and the written test. Problems were documented and changes to the activities were again made and tried out in 10 schools by 216 learners with the help of 10 teachers. The data collected from the learners` work sheets were analysed. Pearson`s product moment correlation has shown that there is a statistically significant relationship (r = 0.65; p < 0.01) that exists between these design-research activities and solving of problems on the Doppler Effect. An instructional manual was developed comprising of the final activities. This was distributed amongst the district officials and teachers to assist them in the teaching of the Doppler Effect in the Vhembe district. / Physics / M.Sc.(Mathematics, Science and Technology Education)

This study focuses on challenges and prospects of the teaching of the Doppler Effect to grade 12 learners. The challenges of teaching the Doppler Effect were established and these findings influenced the development of activities. These activities were tested, refined and re-tested in an iterative cycle and finally provided prospects on teaching the Doppler Effect. Educational Design Research (EDR) was used to bridge theory and practice in education. This study was done in the Vhembe district in the Limpopo province. In the first cycle, questionnaires and interviews with 32 teachers and a subject advisor were used to establish the baseline with regards to the challenges of teaching the Doppler Effect. After the analysis of the data which forms the first cycle of EDR, the content and methodological problems faced by teachers when teaching the Doppler Effect were revealed. In the second cycle of the EDR, learning activities were developed that was informed by the analysis and tried out in 2 schools by learners and their teachers. Completed activity sheets were marked and the results were used to determine if there were a correlation between the activity sheets and the written test. Problems were documented and changes to the activities were again made and tried out in 10 schools by 216 learners with the help of 10 teachers. The data collected from the learners` work sheets were analysed. Pearson`s product moment correlation has shown that there is a statistically significant relationship (r = 0.65; p < 0.01) that exists between these design-research activities and solving of problems on the Doppler Effect. An instructional manual was developed comprising of the final activities. This was distributed amongst the district officials and teachers to assist them in the teaching of the Doppler Effect in the Vhembe district. / Physics / M.Sc. (Mathematics, Science and Technology Education)

The promotion of Afrocentric education is a current issue in Africa. This study aimed to establish the role of indigenous knowledge (IK) in the development of Senior Phase learners' design skills in Technology Education (TE). The study was guided by the constructivist theory, which is based on the assumption that prior learning can play a role in learning. When learning new things in a TE class, learners can benefit from their daily experiences in deriving meaning. Three schools from the Vhembe district in Limpopo Province participated in this study. The purposive sampling technique was used to select Technology teachers, heads of departments, TE specialists, learners and parents from these schools to participate in the study. Data were collected by way of individual and focus group interviews, participant observations and the analysis of documents and artifacts. The findings revealed that IK can increase learners' understanding and acquisition of design skills. However, this study revealed that the integration of IK can be hampered by factors such as the teachers' inability to use indigenous artifacts, the use of unvaried assessment methods, and a negative attitude towards culturally relevant pedagogy and IK. This study ultimately contributed an indigenous knowledge-based design process (IKBDP). Unlike the current conventional approach, an IKBDP has the potential to transform the teaching of Technology, thereby giving recognition to IK and accommodating learners from indigenous backgrounds. / Ku yisa emahlweni dyondzo yo vona swilo hi tihlo ra Xiafrika, i mhaka leyi nga le mahlweni eAfrika. Ndzavisiso lowu wu na xikongomelo xa ku vona ndzima ya vutivi bya ndhavuko ku nga indigenoous knowledge (IK) eka nhluvuko wa vadyondzi va xiyimo xa le henhla hi swikili swa dizayini ya dyondzo ya theknoloji ku nga Technology Education (TE). Ndzavisiso wu leteriwe hi constructivist theory, leyi yi seketeriweke hi mianakanyo kumbe vonelo ra leswo dyondzo leyi vanhu va taka na yona ya khale (prior learning) yi nga tlanga ndzima eku dyondzeni. Loko ku dyondziwa leswintshwa eka klasi ya TE, vadyondzi va nga vuyeriwa hi ku landza ntokoto wa vona wa masiku eku kumeni tinhlamuselo. Swikolo swinharhu eka distriki ya Vhembe eka Xifundzhankulu xa Limpopo swi ve na xiavo eka ndzavisiso lowu. Xikongomelo xa thekniki ya ku endla sampuli xi tirhisiwe ku langa mathicara ya Technology, tinhloko ta tindzhawulo, vatokoti va TE, vadyondzi na vatswari eka swikolo leswi va ve na xiavo eka ndzavisiso. Ku hlengeletiwe data eka munhu hi wun'we wun'we na le ka mintlawa ya xikongomelo lexi hi ku endla mimburisano ya ti-interview, ku xiyaxiya leswi swi endliwaka hi vateki va xiavo na nxopanxopo wa tidokumente na swilo leswi swi endliweke hi mavoko (artifacts). Vuyelo bya ndzavisiso byi kombe leswo IK yi nga pfuneta ku twisisa ka vadyondzi na ku kuma swikili swa dizayini. Kambe, ndzavisiso lowu wu kombise leswo ku katsiwa ka IK swi nga kavanyetiwa hi swilo swo fana na ku tsandzeka ka mathicara ku tirhisa swiendliwa swa mavoko swa ndhavuko, ku tirhisiwa ka tindlela to ka ti nga cinciwi ta nkambelo, na mianakanyo leyi nga ri ku leyinene mayelana na ndlela ya madyondziselo na IK. Ndzavisiso lowu ekuheteleleni wu pfunete fambiselo ra leswi vuriwaka indigenous knowledge-based design process (IKBDP). Hi ku hambana na fambiselo ra ntolovelo, IKBDP yi na ntamo wo cinca madyondziselo ya TE, no pfuneta ku amukela IK no angarhela vadyondzi lava va humaku eka fambiselo ra vutivi bya ndhavuko. / Tsweletso ya thuto ya Seaforika ke ntlha e e tsweletseng ga jaana mo Aforika. Maikaelelo a thutopatlisiso e ne e le go lebelela seabe sa kitso ya tshimologo (IK) mo tlhabololong ya bokgoni jwa thadiso jwa barutwana ba Legato le Legolwane mo Thutong ya Thekenoloji (TE). Thutopatlisiso e kaetswe ke tiori e e elang tlhoko ka moo batho ba ikagelang bokao ka gona (constructivist theory), e e ikaegileng ka mogopolo wa gore thuto e e ntseng e le gona e ka nna le seabe mo go ithuteng. Fa barutwana ba ithuta dilo tse dintšhwa mo phaposiborutelong ya TE, ba ka ungwelwa go tswa mo maitemogelong a bona go bona bokao. Dikolo di le tharo go tswa kwa kgaolong ya Vhembe kwa Porofenseng ya Limpopo di nnile le seabe mo thutopatlisisong eno. Go dirisitswe thekeniki ya go tlhopha sampole go ya ka maitlhomo a thutopatlisiso go tlhopha barutabana ba Thekenoloji, ditlhogo tsa mafapha, baitseanape ba TE, barutwana le batsadi go tswa kwa dikolong tseno go nna le seabe mo thutopatlisisong. Data e kokoantswe ka tsela ya go dirisa dipotsolotso tsa batho bongwe ka bongwe le ditlhopha tse di tlhophilweng, go ela bannileseabe tlhoko le tshekatsheko ya dikwalo le dilwana tsa tiro ya diatla. Diphitlhelelo di senotse gore IK e ka oketsa go tlhaloganya ga barutwana le go iponela bokgoni jwa go thadisa. Le fa go le jalo, thutopatlisiso eno e senotse gore go akarediwa ga IK go ka sitisiwa ke dintlha di tshwana le fa barutabana ba sa kgone go dirisa dilwana tsa tiro ya diatla tsa tshimologo, tiriso ya mekgwa ya tlhatlhobo e e sa farologanang, le megopolo e e sa siamang e e lebisiwang kwa katisong e e maleba mo setsong le IK. Kwa bokhutlong, thutopatlisiso eno e tshwaetse ka thulaganyo ya thadiso e e ikaegileng ka kitso ya tshimologo (IKBDP). Go farologana le mokgwa wa tlwaelo, IKBDP e na le kgonagalo ya go ka fetola go rutwa ga TE, mme ka go rialo e lemoga IK le go akaretsa barutwana ba ba nang le lemorago la tsa tshimologo. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

>Magister Scientiae - MSc / Subsistence farmers may contribute significantly to food production, food security, and employment in South Africa. However poor storage practices and contamination with mycotoxins, particularly fumonisins and aflatoxins impacts adversely on production, food safety and food security. Mycotoxins are toxic natural food-borne compounds which frequently contaminate agricultural produce worldwide. They are hazardous to humans and animals and result in significant production losses for farmers. This study focused on former Bantustans in Northern South Africa, namely Vhembe District Municipality (Limpopo) and Gert Sibande District Municipality (Mpumalanga). The aim was to assess mycological and mycotoxin contamination of crops grown by subsistence farmers. A semi-structured questionnaire was administered to randomly thirty-nine households. Data on demographics, storage practices and production during period of 2011 and 2012 cropping seasons were collected. One hundred and fifteen (115) crop samples (maize, beans and peanuts) were collected for analysis. Standard mycological methods and validated mycotoxin analysis methods (HPLC and LC- MS/MS) were used. It was found that maize was the staple food in both provinces, with a significant difference (p = 0.0184) in its production between the two districts; Vhembe produced 0.6 tonnes compared to 2.4 tonnes in Gert Sibande. The majority of the farmers for storage used traditional open wooden cribs (15/20) and steel tanks (5/20) while VDM farmers used sealed store houses 5/19 and 15/19 used polystyrene sacks. Aflatoxin occurrence was low with <1% of GSDM samples contaminated compared to 11% of VDM samples. No significant difference (p > 0.05) was observed in the aflatoxin contamination in VDM samples between the year 2011 and 2012. Samples from VDM households had higher Aspergillus fungal infection (maximum incidence 69%) compared to GSDM (27%) over both seasons. The most frequently isolated Fusarium species in VDM samples was F. verticillioides (92%; 93%), and F. subglutinans (97%; 80%) in GSDM samples over seasons 2011 and 2012, respectively. Highest levels of fumonisins (FB1+ FB2) ranged between 1010 μg/kg and 12168 μg/kg with less than 30% extremely contaminated above the regulated limit in 91% of samples from Limpopo over both seasons (2011 and 2012). Fumonisin levels between the two seasons in VDM showed no significant difference (p>0.05). Only three (less than 5%) from 68% GSDM contaminated maize samples were above the FB1 and FB2 limit. In 2011, there were two highly contaminated maize samples (1762 μg/kg and 4598 μg/kg) with the other samples less than 600 μg/kg, whereas in season two (2012) all samples were below 200 μg/kg, except one highly contaminated sample (26115 μg/kg). None of the beans and peanuts from Mpumalanga was contaminated with mycotoxins above the recommended limit, but from Limpopo 1/5 peanuts was found contaminated with aflatoxin G1 (41 μg/kg). Natural occurrence and contamination of both fumonisin and aflatoxin in stored home-grown maize from VDM was significantly (p < 0.0001) higher than GSDM over both seasons. In general, Limpopo farmers’ experience lower harvests and greater mycotoxin contamination of agricultural produce. This may be attributed in part to poor storage practices and environmental and climatic conditions in that agro-ecological zone.

DAdmin / Department of Public and Development Administration / The focus of this study is on skills development at the management level of local government. Quality service delivery can only be attained when there are properly trained and skilled officials. Officials who have relevant knowledge and skills on what they are employed to do, are treasurable assets to their employers. The South African public and Vhembe District Municipality`s residence in particular expect the delivery of services that are of acceptable standard. It is therefore, imperative to have properly trained workers at this sphere of government. The study therefore, investigates whether middle and senior level officials (managers) are properly skilled to be able to provide required services to communities. The study uses a mixed research method, i.e. both the qualitative and quantitative research methods. Senior level managers were taken through an interview process to try and gather data that will help to determine any challenge and even where the Municipality is managing well in providing services by virtue of it having qualified competent personnel. This process will help to identify gaps if any and thereafter suggest ways to close/overcome them. This will be done by asking these officials open-ended questions wherein they could give the researcher more information on the topic. Middle level managers were requested to complete a questionnaire with close-ended questions. This helps in bringing statistical data that focuses on relevant issues about the topic. The main findings of the study are therefore the following: ➢ Senior officials possess some skills, especially with regards to leadership although specific areas of functioning were not indicated. Besides this, a number of problem areas were highlighted ranging from planning; organising; v communication; interpersonal relations; financial management; strategic management; and labour relations. This could be instigated by the fact that available skills are misdirected through the misplacement of officials with regards to the actual skills they have and positions they are placed on. ➢ Although not everyone is the Municipality is consulted on an individual basis when the analysis of training needs is undertaken and when designing training programmes, a reasonable number of officials are however involved. In doing this, the Municipality partners with SALGA and the LGSETA. All officials are thereafter given an opportunity to attend trainings as per the identified skills gaps, however, a number of officials, especially elderly people are reluctant to attend such trainings because they know they are close to retirement and to them is like being punished as they won`t be using such skills for long. ➢ Poor skills impact negatively on the Municipality`s efforts to provide acceptable services as it hampers the delivery of quality goods and services. This is further exacerbated by the exodus of officials with scarce skills who are difficult to retain due to their demand by institutions. The deployment of cadres without the requisite skills for the jobs, costs the Municipality dearly as they fail to execute what they are employed for due to lack of knowledge. Furthermore, the approach of outsourcing the provision of goods and services does not always benefit the Municipality and communities as private companies try to minimise costs in order to attain profit and in that process, end up providing poor quality goods and services. ➢ Accountability is well maintained at the lower level positions in the Municipality as work is regularly monitored by supervisors, however, the challenge is with senior level officials who should account for the institution holistically. This is necessitated by the fact that senior level positions are mostly occupied by deployed cadres which makes it difficult to pin point accountability because such people turn to get directives from deployers and they also report to them, to the demise of the internal system. vi The following recommendations are therefore made based on the findings of the study: ➢ As the Municipality conducts a training needs analysis every-time before designing training programmes for officials, in ascertaining the real skills gaps, the Municipality should continue to conduct such skills audit exercises that will also lead to proper placement of officials in positions they qualify for and after determining genuine skills gaps institute relevant and effective intervention strategies and mechanisms that could help improve officials` knowledge and skills. ➢ Attending training by officials should be mandatory when a skills gap has been identified and in applying this, appointment letters and performance contract agreements for those already in the employment of the Municipality should have a clause about mandatory training, where and when deemed necessary. ➢ The Municipality should consider sending officials to reputable service providers on issues that are problematic to officials, for example, planning; communication; financial management; strategic management; and labour relations and this should be done twice a year. ➢ In line with the proposed skills training model on figure 2.4, the Municipality should expect trainees to be assessed after a training to determine their level of competence and good performance be rewarded. ➢ The merit principle be followed, in appointing and promoting employees even with deployed cadres, to avoid placing people on positions they do not qualify for. ➢ The EPWP that is run by the Municipality in partnership with the Department of Public Works be extended to train professionals and people who deserve be put on beneficial programmes that will give them skills that are required to develop the Municipality instead of confining them to the task of de-bushing grass and trees along roads. vii ➢ Managers continue to give their subordinates a chance to act on their behalf during their absence from work to help in equipping juniors to be ready for more challenging responsibilities in future. ➢ The Municipality should appoint credible service providers when outsourcing services. ➢ The Municipality should make sure that the procurement section functions properly. ➢ Retention of officials with scarce skills be a priority. ➢ The Municipality should always implement audit recommendations to improve its governance. ➢ The Municipality should warn officials, especially politicians (councilors), not to promise communities goods and services that might be difficult to honour and be realistic based on affordability. ➢ The Municipality should establish reliable control and monitoring measures and systems in place in order to enforce accountability. ➢ Officials to sign a code of conduct expecting them to be loyal to the Municipality and not to outside people. ➢ The Municipality should develop a proper performance management system with clear key performance areas to make officials committed to their work. ➢ / NRF

MENVSC / Department of Geography and Geo-Information Sciences / The purpose of this study was to contribute towards a better understanding of the effectiveness of Biosphere Reserve as a tool in managing natural resources in the Vhembe District Municipality (VDM), Limpopo Province of South Africa. There are limited documented materials for a better understanding of the effectiveness of Biosphere Reserve (BR) as a tool in managing natural resources in the Vhembe District Municipality (VDM). As a result, this study was undertaken to bridge this gap and to discover new insights to assist in understanding the effectiveness of BR as a tool in managing natural resources. This study adopted a pragmatic research approach, which is a mixture of the qualitative and quantitative research approaches, wherein data were collected using primary and secondary sources. Both primary and secondary data were used, in order to obtain information concerning the effectiveness of biosphere reserve in the study area. Primary data were obtained using a combination of methods, including participatory rural appraisal (PRA) tools and techniques, and informal and formal surveys. The secondary data was collected from desk-based examination of relevant documentation relating to conservation of the Biosphere Reserves areas. The documents included previous reports from Greenest Municipality Competition (GMC) results for all local municipalities from 2012 to 2017, Management Effective Tracking Tool (METT-SA) from 2016 to 2018, and previous research data on conservation. The results obtained revealed that Biosphere Reserve (BR) is an effective tool for the conservation of natural resources within Vhembe District, South Africa. This is because natural resources are taken into consideration when there are developments and projects being undertaken. Furthermore, the communities in Vhembe District Municipality benefit from the programmes and projects aimed at conserving natural resources within the VBR. The study also revealed that there are environmental challenges within the Vhembe Biosphere Reserve due to mining activities, climate change, developments in natural resources and deforestation, which require the enforcement of by-laws and programmes and projects aimed at conserving natural resources. / NRF