The aim of the study was to investigate the impact of curriculum change in teaching and learning of science subjects at schools in Vhembe District. The research also meant to answer the following research objectives on the impact of new changes in curriculum. The first research objective was based on the effects of curriculum changes in the teaching and learning of science. The second research objective was based on the constraints or factors that might be affecting the effectiveness of new changes in teaching and learning of science. The third research objective was based on the monitoring and support on the new changes in science curriculum. Research objective four was addressed as a recommendation. It was about the suggestion for future planning of changes in curriculum. In this era of on-going new developments in curriculum, it was imperative to find out how new changes are affecting teaching and learning of science curriculum even in the most remote parts of the country. The continuous changes that are taking place in science curriculum demand the need for this research. Questionnaires, interviews and observation were used as data collection methods using the qualitative method. Schools which participated in the study were selected using purposive sampling. It is revealed in the findings that teachers feel that it is not necessary for them to change the way they teach, especially those who did not receive training on the new curriculum changes during their tertiary education. The findings also indicate that lack of resources impact negatively on the implementation of curriculum reform in teaching and learning of science in many under-resourced schools in rural areas. The findings also reveal that, it is not easy for subject advisors to give relevant support because of inadequate resources and lack of human capacity. According to the research findings, inadequate resources, skills and knowledge and lack of pre-planning on new curriculum development adversely affect the teaching and learning of science in schools. It is therefore recommended that the proposed curriculum development and reform be piloted before it is implemented as proposed in the model for the preparation of effective curriculum changes and development in science. Also, it is important to have functional curriculum support forums at school, circuit and district levels. The provisioning of science centres with well-equipped laboratories in each and every circuit will play a greater role in effective teaching and learning of science in schools. / Science and Technology Education / M. Ed. (Natural Science Education)

The objective of the case study was to investigate the impact of the principal’s supervision task on teaching and learning in primary school in Vhembe District, Limpopo Province. The investigation focused on five primary school principals and ten teachers. The first chapter exposed background to the study, problem formulation, aims, significance, methods and demarcation of study. Literature reviewed depicted strong advocacy for supervision of teachers by principals. Nevertheless, ineffectiveness of locally based teacher supervision by principals and non-compliance to supervision policy requirements were shown. The methodological aspect suggested that data was gathered through interviews with principals and questionnaires administered to teachers. Qualitative approach was used to interpret data obtained. Findings of this study revealed ineffective supervision of teachers by principals and lack of departmental support to supervision systems. Supervision task was also not impacting positively on teaching and learning. The study recommends the revamping of teacher supervision and monitoring strategies, constant monitoring of principals when carrying out supervision task. Regular workshops and seminars on supervision task should be conducted to empower teachers and principals. / Educational Leadership and Management / M.Ed. (Educational Management)

Magister Philosophiae (Land and Agrarian Studies) - MPhil(LAS) / In this thesis I explore dispute resolution mechanisms within the context of the Extension of Security of Tenure Act, 62 of 1997 (ESTA) and more generally the extent to which the law and the court can be used to effect social change. I examine dispute resolution processes that parties to farm tenure utilise towards exercising their land rights. I give practical demonstrations of how parties on farms utilised processes to resolve eviction and burial disputes on farms in Limpopo province, South Africa. I focus on four case studies from farm dweller cases from Vhembe district, two evictions and two burials. The thesis compares and contrasts the cases settled through out of court settlements with those decided through the court processes. It is based on case files kept at the Nkuzi Development Association (Nkuzi) Elim office and follow up interviews with farm occupiers as well as court judgments on cases that were decided in court. I argue that decisions on choosing appropriate dispute resolution processes are determined by the parties’ economic position and the availability of land reform support Non-Governmental Organizations (NGOs) and lawyers. The findings drawn from the case studies show that ESTA dispute resolution mechanisms do not give choices to the parties in deciding how best to resolve tenure disputes they face, rather, they are forced to approach the courts. Parties to farm tenure disputes face challenges in using mediation and arbitration processes due to a lack of support from the relevant government agencies. These challenges ultimately deprive parties in disputes from making effective choices when deciding on a dispute resolution process that is appropriate for the dispute they are confronted with. This study concludes that ESTA is limited when offering necessary choices to the farm parties in disputes. The findings of this study point to the need for amendment of ESTA to provide parties in farm disputes with a choice of using mediation or arbitration processes directly as an alternative for those who do not want to resolve the dispute in court. In addition, an amendment should include the negotiation process and make the use of negotiation, mediation and arbitration compulsory for parties to first exhaust their use before approaching the court.

The objective of the case study was to investigate the impact of the principal’s supervision task on teaching and learning in primary school in Vhembe District, Limpopo Province. The investigation focused on five primary school principals and ten teachers. The first chapter exposed background to the study, problem formulation, aims, significance, methods and demarcation of study. Literature reviewed depicted strong advocacy for supervision of teachers by principals. Nevertheless, ineffectiveness of locally based teacher supervision by principals and non-compliance to supervision policy requirements were shown. The methodological aspect suggested that data was gathered through interviews with principals and questionnaires administered to teachers. Qualitative approach was used to interpret data obtained. Findings of this study revealed ineffective supervision of teachers by principals and lack of departmental support to supervision systems. Supervision task was also not impacting positively on teaching and learning. The study recommends the revamping of teacher supervision and monitoring strategies, constant monitoring of principals when carrying out supervision task. Regular workshops and seminars on supervision task should be conducted to empower teachers and principals. / Educational Leadership and Management / M.Ed. (Educational Management)

Throughout the world, the need to protect children’s rights has proliferated through international conventions and national laws, therefore, parents add immense value as participants in diversion programmes. The dearth of research studies on parents as participants in diversion programmes is documented internationally and in South Africa. This is an exploratory-descriptive- contextual and phenomenological study that is steeped in qualitative research approach. The study was guided by Risk-Need Responsivity Model for offender assessment and rehabilitation (Bonta & Wormith, 2010). Data collection was done through semi-structured, face-to-face interviews. Snow-ball and purposive sampling were used. Prior to actual data collection, pilot testing was conducted to determine the validity and reliability of the data collection tool. Data was analysed through thematic content in accordance with Creswell’s (2014:196) six steps of data analysis and verified according to Lincoln and Guba’s model of 1994 and Yin’s 2018 model. In order to ensure adherence to ethical prescripts, the following were applied throughout the study; informed consent, confidentiality, anonymity, beneficence, management of information and debriefing. The key finding is that parents are not involved in the diversion prorammes. This study will close literature gap whilst it recommends development of policy guidelines for parental involvement in diversion. / Social Work / M.A.(Social Work)

PhD (African Studies / Centre for African Studies / This study explored the implications of Act 12 of 2012 on the establishment of indigenous languages within the ambit of the Constitution of the Republic of South Africa’s Act 108 of 1996 on the use of English and Afrikaans Languages only in the Vhembe District criminal court proceedings. The establishment of the Indigenous Language Courts for the purpose of using indigenous languages, namely Tshivenda, Xitsonga and Sepedi as languages of court was the main objective of this study. This study investigated (a) whether present legally-recognised methods on the use of English and Afrikaans only in criminal court proceedings give effect to the right to a fair trial and (b) what are the implications of the Use of Official Languages Act on the use of English and Afrikaans only in the Vhembe District multilingual criminal courtrooms. This was accomplished through qualitative methods of data collection and analysis, namely in-depth personal interviews and textual analysis of the literature and case law review on the phenomenon under investigation. The interviews were conducted with samples of seven categories of participants, namely, the accused persons, the convicted persons, the court officials, court interpreters, the DJ & COND Directors, the PanSALB and one University Centre for African Languages i.e. UCT. Through both methods, it was revealed that the legally enforceable methods that prefer the use of English and Afrikaans as languages of the courts and court records over the accused’s indigenous language or their mother-tongue in the entire trial thereby negating their right to a fair trial, are the provisions of the legislation and the Constitution and their application thereof, as well as legal instructions and culture. It was further revealed that this Act implied the elimination of the use of English and Afrikaans and creates opportunity to the accused’s right to use his or her mother-tongue as one of the indigenous languages in the entire trial thereby affording the accused the right to a fair trial. The study found that the two theories as designed and implemented revealed problems on the ground and helped this research to conclude that these legally enforceable methods created the feeling of unfair treatment amongst the users of the indigenous languages in court. It suggested that the three identified indigenous languages be used as languages of court and of court record.

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

Abstract in English, Venda and Sotho / Within the last decade, the level of teenage pregnancy in Southern Africa has been on the increase and as a result, is being seen as a major social problem. This study, which is a dissertation of limited scope, investigates the teaching and learning challenges of teenage mother learners at secondary schools in the Vhembe District in Limpopo. This study is classified as qualitative research within a case study design. A convenience sampling method was applied in order to select teachers and teenage mother learners for participation in the study resulting in five teachers and five teenage mother learners participating in the study Participants were interviewed using in-depth interviews. Participant observation and document analysis were other research methodologies included in the data collection process. Participant observation assisted in gathering data in relation to how mother learners interacted with teachers and other peers in class and in the school environment and document analysis was conducted by means of perusing formal records, such as attendance registers, class tests and examination results, medical records, and involvement in extramural activities. Qualitative data analysis was used in order to analyse data collected which resulted in themes and sub-themes emerging. The findings revealed that teenage pregnancy has a detrimental effect on girls’ schooling with school attendance and absenteeism affecting performance resulting in poor results and even drop out. Additional factors such as lack of financial support, physical and emotional support from family and friends as well as stigmatisation, discrimination and exclusion have a negative effect on learning. Teachers tend to lack the necessary knowledge and skills in dealing with teenage mother learners and are not supported with counselling programmes. Recommendations suggest that teachers are equipped with special skills to deal with teenage mother learners and that learners at school are made more aware of the dangers of early pregnancy and its effects on their education through various programmes. / Ngudo iyi, ya desithesheni ya tshikoupu tsho pimiwaho, i khou ṱoḓisisa nga ha khaedu dza u funza na u guda kha vhagudi vha vhana vha re vho mme zwikoloni zwa sekondari Masipalani wa Tshiṱiriki tsha Vhembe, Limpopo. Ngudo iyi yo khethekanywa sa ṱhoḓisiso ya khwaḽithathivi. Kha pulane na nzudzanyo ya ṱhoḓisiso, ngudo iyi yo itwa zwikoloni zwa sekondari kha Masipala wa Tshiṱiriki tsha Vhembe, tshine tsha wanala kha vundu ḽa Limpopo. Kuitele kwa vhukhethatsumbonanguludzwa kwo teaho kwo shumiswa u itela u nanga vhadededzi na vhagudi vha vhana vha re vho mme u itela u dzhenelela kha inthaviwu. U dzhenelela nga u tou sedza na u saukanya ḽiṅwalo o vha maṅwe maitele a ṱhoḓisiso o katelwaho kha kuitele kwa u kuvhanganya data. Vhadededzi na vhagudi vha vhana vha re vho mme vho inthaviwiwa hu tshi khou shumiswa inthaviwu dzo fhelelaho. Ṱhoḓisiso ya khwaḽithethivi kha u dzhenelela nga vhusedzi yo itwa u itela u kuvhanganya data zwi tshi elana na uri vhagudi vha vhana vha re vho mme vha shumisana hani na vhadededzi na dziṅwe thangana dza murole kiḽasini na kha vhupo ha tshikolo Tsha u fhedzisela. U saukanywa ha ḽiṅwalo ho itwa nga nḓila ya u ṱola rekhodo dza fomaḽa, dzi ngaho ridzhisiṱara ya maḓele tshikoloni, mulingo wa kiḽasini na mvelelo dza mulingo, rekhodo dza mutakalo, na u dzhenelela kha nyitelwannḓa na thandela dza mveledziso ya tshitshavha. Vhadededzi vhaṱanu na vhagudi vha vhana vha re vho mme vhaṱanu vho dzhenelela kha ngudo iyi. Musaukanyo wa data wa khwaḽithithathivi wo shumiswa u itela u saukanya data yo kuvhanganyiwaho nga tshifhinga tsha inthaviwu dzo fhelelaho na data ya u sedza ya mudzheneli / Nyakišišo ye, yeo e lego disetheišene ya sekoupu se se lekantšwego, e nyakišiša ditlhohlo tša go ruta le go ithuta tša baswa ba baithuti ba e lego bommago bana dikolong tša sekontari ka Mmasepaleng wa Selete sa Vhembe, Limpopo. Nyakišišo ye e hlophilwe bjalo ka nyakišišo ya khwalithethifi. Ka gare ga peakanyo ya kheisesetati, nyakišišo ye e dirilwe dikolong tša sekontari ka gare ga Mmasepala wa Selete sa Vhembe, wo o lego profentsheng ya Limpopo. Mokgwa wa maleba wa go dira sampole o dirišitšwe go kgetha barutiši le baswa ba baithuti ba e lego bommago bana go kgathatema dipoledišanong. Tlhokomelo ya mokgathatema le tshekatsheko ya tokomane e be e le mekgwa ye mengwe ya dinyakišišo ye e akareditšwego ka gare ga tshepetšo ya kgoboketšo ya datha. Barutiši le baswa ba baithuti ba e lego bommago bana ba boledišane ka go šomiša dipoledišano tše di tseneletšego. Nyakišišo ya khwalithethifi ka gare ga tlhokomelo ya mokgathatema e dirilwe go kgoboketša datha mabapi le ka fao baswa ba baithuti ba e lego bommago bana ba bego ba amana le barutiši le dithaka tša bona ka phapošing le ka tikologong ya sekolo. Sa mafelelo, tshekatsheko ya tokomane e dirilwe ka go šomiša direkote tša semmušo go hlahloba, go swana le diretšistara ya batlasekolong, diteko tša ka phapošing le dipoelo tša tlhahlobo, direkote tša kalafo, le kgathotema dipapading tsa sekolo le diprotšeke tša tlhabollo ya setšhaba. Barutiši ba bahlano le baswa ba baithuti ba e lego bommago bana ba bahlano ba kgathile tema ka nyakišišong ye. Tshekatsheko ya datha ya khwalithethifi e šomišitšwe go sekaseka datha ye e kgobokeditšwego nakong ya dipoledišano tše di tseneletšeng le datha ya tlhokomelo ya mokgathatema. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

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)