Summaries in English, Xitsonga and Afrikaans / Reading literacy for many black South African learners is a problem. In order to understand what happens in the South African foundation phase classrooms that affect learners’ reading performance, this study uses the adapted early grade reading assessment (EGRA) tool to assess Grade 1 learners’ reading abilities in the home language (four schools) and in the first additional language (one school). The EGRA is important for measuring foundational literacy skills. Its outcomes help teachers plan instruction that accommodates diverse learning capabilities. Data were collected through observing literacy practices and activities in the Grade 1 classrooms, evaluate classroom settings and interview Grade 1 teachers and curriculum advisors of the general education and training band to understand their perception of Curriculum and Assessment Policy Statement (CAPS). The main findings revealed that the Grade 1 learners are acquiring foundational reading skills in Xitsonga very slowly during the first year of schooling and on all measures, performance was either low or very low. The teachers’ lack of deep understanding of how early reading develops and how each of the reading activities contributes to different aspects of this development may have contributed to the learners’ reading outcomes. Findings further revealed that the ability to read fluently and with comprehension is determined by hierarchical relationships between various reading skills. Thus, knowledge of letter-sounds facilitates word reading which impacts reading fluency and then reading comprehension – all these skills are important for reading development during early learning only if they are taught well in the classroom. / Ku hlaya ni ku tsala swi tikela vadyondzi vo tala laha Afrika Dzonga. Eka ndzavisiso lowu, ku va hi ta kota ku twisisa leswi swi humelelaka mayelana na matirhelo yo hlaya ya vadyondzi va ntangha R-3, hi kambela vuswikoti lebyi vadyondzi va ntlawa wo sungula (Giredi 1) va nga na byona byo hlaya hi ririmi ra manana (mune wa swikolo) na hi ririmi leri ri nga le eka xiyimo xa masungulo (xikolo xin’we) hi ku tirhisa xikambelwana lexi xi vuriwaka early grade reading assessment (EGRA). Xikambelwana lexi (EGRA) xi ni nkoka lowu kulu mayelana ni ku kambela vuswikoti bya n’wana byo hlaya. Mbuyelo wa xikambelo lexi wu pfuna ngopfu mayelana na leswaku vadyondzisi va kota ku kunguhata madyindziselo lama ya angarhelaka vadyondzi hinkwavo. Ndzavisiso lowu wu humelerisiwile hi ku kambela madyondziselo yo hlaya ni ku tsala eka ntlawa wo sungula (Giredi 1), ku kambela xivumbeko xa kamara ro dyondzela eka rona, ni ku kambela vutivi bya kharikhulamu bya vadyondzisi va ntlawa wo sungula na vaseketeri va vona (curriculum advisors). Mbuyelonkulu wu humesele erivaleni leswaku vadyondzi va kuma ntokoto wo hlaya hi Xitsonga hi ku nonoka va ha ri eka lembe ra vona ro sungula xikolo. Leswi swi thlela swi nyanyisa na hi leswaku mbuyelo wa vona wo hlaya eka swiyenge hinkwaswo swa xikambelo lexi xi nga tirhisiwa ku va kambela a wu ri ehansi ngopfu. Eka ndzavisiso lowu, ku pfumala ka vadyondzisi vutivi hi vuenti bya ku dyondzisa vana eku hlaya swi nga va swi vile na xiave eka mbuyelo wa vadyondzi wo hlaya. Vulavisisi lebyi byi thlela byi humesela erivaleni leswaku vuswikoti byo hlaya hi ku twisisa swi koteka ntsena loko mudyonzi a ri ni ntokoto eka swiyenge hinkwaswo swa ku hlaya hikuva swi na vuxaka. Hikokwalaho, vuswikoti byo hlaya mimpfumawulo ya maletere swi pfuneta ku hlaya marito lawa ya thlelaka ya pfuneta ku hlaya hi nkhuluko ni ku twisisa leswi swi hlayiwaka. Vuswikoti lebyi hinkwabyo byi ni nkoka mayelana ni ku dyondza ku hlaya ntsena loko madyondziselo yo hlaya ya landzelerisa leswi kunguhatiweke eka kharikhulamu. / Leesgeletterdheid vir baie swart Suid-Afrikaanse leerders is ‘n probleem. Om te verstaan wat in die Suid-Afrikaanse grondslagfase-klaskamers gebeur wat die leesprestasie van leerders beïnvloed, word in die studie die aangepaste instrument vir vroeë graad leesassessering (EGRA) gebruik om die leesvermoëns van Graad 1-leerders in die huistaal (vier skole) en in die eerste addisionele taal (een skool). Die EGRA is belangrik vir die meting van fundamentele geletterdheidsvaardighede. Die uitkomste daarvan help onderwysers om onderrig te beplan wat voldoen aan verskillende leervermoëns. Data is versamel deur die waarneming van geletterdheidspraktyke en aktiwiteite in die Graad 1-klaskamers, die klaskamerinstellings te evalueer en onderhoude met Graad 1-onderwysers en kurrikulumadviseurs van die algemene onderwys- en opleidingsband te onderneem om hul persepsie van Curriculum and Assessment Policy Statement (CAPS) te verstaan. Die belangrikste bevindings het getoon dat die graad 1-leerders in die eerste jaar van skool baie stadig basiese leesvaardighede in Xitsonga verwerf, en dat prestasies op alle maatstawwe laag of baie laag was. Die onderwysers se gebrek aan diep begrip van hoe vroeë lees ontwikkel en hoe elkeen van die leesaktiwiteite bydra tot verskillende aspekte van hierdie ontwikkeling, het moontlik tot die leerders se leesuitkomste bygedra. Bevindinge het verder aan die lig gebring dat die vermoë om vlot en met begrip te lees, bepaal word deur hiërargiese verwantskappe tussen verskillende leesvaardighede. Kennis van letterklanke vergemaklik dus die lees van woorde wat die vloeiendheid van lees en dan leesbegrip beïnvloed - al hierdie vaardighede is slegs belangrik vir leesontwikkeling tydens vroeë leer as dit goed in die klaskamer geleer word. / Linguistics and Modern Languages / Ph. D. (Languages, Linguistics and Literature)

As rapid technological development constantly drives and reshapes the economy, it is vital for learners and teachers to be highly proficient in the use of Information and Communication Technology (ICT). The data collected revealed that the barriers to ICT integration can be viewed as deprivation to both teachers and learners, especially those with diverse disabilities and learning difficulties. ICT implementation is therefore more than just change driven by technology. It is an opportunity to assist everyone, including people from all income groups, policy-makers and leaders to support converging technologies to create a more inclusive and humane future. The research was designed as a case study. Face-to-face interviews were conducted, lesson observations were undertaken and qualitative questionnaires were administered as methods of data collection. The research population included principals and ICT teachers in the Manzini Region. The sample was made up of two principals and 13 teachers. The data was transcribed and presented as raw data and thereafter analysed thematically. The data collected was analysed qualitatively. The findings of the study were that the factors influencing ICT implementation in inclusive primary schools in Eswatini included a lack of skills and knowledge from teachers; the lack of teaching and learning time allocated to ICT; insufficient teaching and learning materials; a lack of motivation and an insufficient number of teachers. Other factors included the lack of support and collaboration from principals and the Government of Eswatini. In view of the above factors, some recommendations were made, namely, that the Ministry of Education should reintroduce ICT in all inclusive primary schools. The schools that offer ICT should consider increasing the time allocated for ICT and enhance Continuous Professional Development (CPD) for ICT teachers. They should also provide for learners with diverse disabilities and learning difficulties a variety of teaching materials such as assistive devices to enhance teaching and learning. / Njengaloku kutfutfuka ngekushesha kwetebuchwephesHe kuchubeka kucondzisa futsi kwakhA kabusha nemnotfo, kumcoka kutsi bothishela nebafundzi babe nelikhono leliphakeme lekusebentisa Lwatiso neKuchumana ngeTebuchwepheshe (i-ICT). Ledatha legcogciwe ivete kutsi tihibe tekuhlanganisa i-ICT tingabukwa njengekuncisha bothishela nebafundzi, ikakhulu kubafundzi labaphila nekukhubateka lokwehlukahlukene kanye nebulukhuni ekufundzeni. Kufezekiswa kwekusetjentiswa kwe-ICT ngako-ke kungetulu kwekutsi nje kuchutjwa ingucuko yetebuchwepheshe, kodvwa kulitfuba lekusita wonkhe umuntfu, lokufaka ekhatsi bantfu lababuya kuwo onkhe emacembu etemnotfo, labo lababhala tinchubomgmo nebaholi, kutsi basekele kuhlanganiswa kwetebuchwepheshe kute kudaleke likusasa lelifaka lonkhe luntfu. Lolucwaningo luhlelwe njengesifundvolucwaningo lwesehlakalo. Kubanjwe emainthaviyu buso nebuso, kwentiwa sifundvo sekucaphela kanye nemaphephambuto elizingasimo njengetindlela tekugcogca idatha. Linanibantfu lalolucwaningo lifaka ekhatsi bothishelanhloko kanye nabothishela labafundzisa i-ICT eSigodzini sakaManzini Eswatini. Lesamphuli yakhiwa bothishelanhloko lababili kanye nabothishela laba-13. Ledatha yabhalwa yetfulwa njengaloko injalo ingakahlutwa kwase kutsi-ke emva kwaloko yahlatiywa ngekwengcikitsi. Ledatha leyagcogcwa yahlatiywa ngekwelizingasimo. Lokutfolwe ngulesifundvolucwaningo kutsi timbangela letinemtselela ekufezekiseni kusetjentiswa kwe-ICT etikolweni temabanga laphansi letifaka wonkhe wonkhe Eswayini, kufaka ekhatsi kuswelakala kwemakhono nelwati kubothishela; sikhatsi sekufundzisa nekufundza lesinganeli lesiphakelwa kufundziswa kwe-ICT; ticukatsilwati tekufundzisa nekufundza letingakaneli; kubete umdlandla kanye nelinani lelingakaneli labothishela. Lenye imbangela kungabikhona kwekusekelwa nekuhlanganyela lokuvela kubothishelanhloko nakuhulumende weleSwatini. Ngekubuka letimbangela letingenhla, kwentiwe-ke letincomo letilandzelako: Litiko Letemfundvo kufanele kutsi liphindze letfule i-ICT kuto tonkhe tikolo temabanga laphansi letifundzisa wonkhe wonkhe, tikolo letifundzisa i-ICT kufanele kutsi tikubheke kwengetwa kwesikhatsi sekufundzisa i-ICT kanye nekwenta ncono Kutfutfukiswa Ngalokuchubekako Kwebungcweti (i-CPD) kubothishela labafundzisa i-ICT, kantsi futsi letikolo kufanele tinake nebafundzi labaphila nekukhubateka lokwahlukahlukene nebulukhuni bekufundza ngekutsi banikwe ticukatsilwati tekufundzisa letahlukahlukene njengetisetjentiswa tekusita kute kwentiwe ncono kufundzisa nekufundza. / Jaaka lebelo la tlhabololo ya thekenoloji le tswelela go tsamaisa le go bopa ikonomi sešwa, go botlhokwa gore barutwana le barutabana ba nne le bokgoni jo bo kwa godimo mo tirisong ya Thekenoloji ya Tshedimosetso le Tlhaeletsano (ICT). Data e e kokoantsweng e senotse gore dikgoreletsi tsa kgokaganyo ya ICT di ka bonwa e le tlhaelo mo barutabaneng le barutwaneng, bogolo segolo barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta. Ka jalo, tsenyotirisong ya ICT ga se fela diphetogo tse di tsamaisiwang ke thekenolooji; ke tšhono ya go thusa mongwe le mongwe, go akarediwa batho go tswa ka ditlhopheng tsotlhe tsa lotseno, badiradipholisi le baeteledipele, go tshegetsa dithekenoloji tse di kopanang go tlhama isago e e akaretsang e bile e le molemo. Patlisiso e rulagantswe jaaka thutopatlisiso e e lebelelang kgetsi. Go dirilwe dipotsolotso tsa namana, go nnile le kelotlhoko ya dithuto mme go dirisitswe dipampiripotsoloto tse di lebelelang mabaka jaaka mekgwa ya go kokoanya data. Setlhophasegolo sa patlisiso se akareditse bagokgo le barutabana ba ICT kwa Kgaolong ya Manzini kwa Eswatini. Sampole e ne e dirwa ke bagokgo ba le babedi le barutabana ba le 13. Data e ne ya gatisiwa mme ya tlhagisiwa e le data e e sa fetolwang mme morago ya lokololwa go ya ka meono. Data e e kokoantsweng e lokolotswe go ya ka mabaka. Diphitlhelelo tsa thutopatlisiso e nnile gore dintlha tse di tlhotlheletsang tsenyotirisong ya ICT mo dikolong tsa poraemari tse di akaretsang kwa Eswatini di akaretsa tlhaelo ya bokgoni le kitso mo ntlheng ya barutabana; nako e e sa lekanang ya go ruta le go ithuta e e rebolelwang ICT; dimatheriale tse di sa lekanang tsa go ruta le go ithuta; tlhaelo ya thotloetso le palo e e sa lekanang ya barutabana. Ntlha e nngwe e nnile tlhaelo ya tshegetso le tirisanommogo go tswa mo bagokgong le puso ya Eswatini. Ka ntlha ya dintlha tse di fa godimo, go dirilwe dikatlenegiso tse di latelang: Lefapha la Thuto le tshwanetse go itsese sešwa ICT mo dikolong tsotlhe tsa poraemari tse di akaretsang, dikolo tse di tlamelang ka ICT di tshwanetse go akanya ka go oketsa nako e e rebolelwang ICT le go tokafatsa Tlhabololo e e Tswelelang pele ya Seporofešenale (CPD) ya barutabana ba ICT, mme dikolo tseno di tshwanetse gape go akanyetsa barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta ka go ba tlamela ka dimatheriale tse di farologaneng tsa go ithuta di tshwana le didiriswa tse di thusang go tokafatsa go ruta le go ithuta. / Njengoba intuthuko yezobuchwepheshe esheshayo iqhubeka nokugqugquzela nokwakha kabusha umnotho, kubalulekile ukuthi abafundi nothisha babe nekhono eliphezulu ekusebenziseni Ulwazi Lwezobuchwepheshe Kwezokuxhumana. Imininingwane eqoqiwe iveze ukuthi izithiyo ekuhlanganisweni zoLwazi Lwezobuchwepheshe Kwezokuxhumana zingabhekwa njengokuncishwa amathiba kothisha nabafundi, ikakhulukazi abafundi abanokukhubazeka okuhlukahlukene nobunzima bokufunda. Ukuqaliswa koLwazi Lwezobuchwepheshe Kwezokuxhumana kungaphezu nje koshintsho oluqhutshwa ezobuchwepheshe; kuyithuba lokusiza wonke umuntu, kufaka phakathi abantu abavela kuyo yonke imikhakha yabaholayo, abenza izinqubomgomo kanye nabaholi, ukusekela ubuchwepheshe obuhlanganayo ukudala ikusasa eliyinhlanganisela futhi elinobuntu. Ucwaningo lwakhiwe njengesifundo esiwucwaningo lwesigameko. Kwenziwa inhlolokhono noma zingxoxo ubuso nobuso, kwenziwa ukubhekwa kwezifundo futhi kwenziwa nemibuzo esezingeni elifanele njengezindlela zokuqoqa imininingwane. Abantu abafakwe ocwaningweni babandakanya othishanhloko kanye nothisha boLwazi Lwezobuchwepheshe Kwezokuxhumana esifundeni saseManzini eSwatini. Isampula yayenziwe kothishanhloko ababili nothisha abayi-13. Idatha yabhalwa futhi yethulwa njengedatha engahlungiwe futhi ngemuva kwalokho yahlaziywa ngokulandelana. Imininingwane eqoqiwe yahlaziywa ngokufanele. Okutholakele kulolu cwaningo ngukuthi izinto ezinomthelela ekusebenzeni koLwazi Lwezobuchwepheshe Kwezokuxhumana ezikoleni zamabanga aphansi ezibandakanya bonke abantu eSwatini zibandakanya ukuntuleka kwamakhono nolwazi kothisha; isikhathi esinganele sokufundisa nokufunda esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana izinto zokufundisa nokufunda ezinganele; ukungabi nogqozi kanye nenani elinganele lothisha. Enye yezimbangela ukungabikho kokwesekwa nokusebenzisana kothishanhloko nohulumeni wase-Eswatini. Ngenxa yalezi zinto ezingenhla, kwenziwa izincomo ezilandelayo: uMnyango Wezemfundo kufanele uphinde ufake uLwazi Lwezobuchwepheshe Kwezokuxhumana kuzo zonke izikole zamabanga aphansi ezibandakanyekayo, izikole ezifundisa uLwazi Lwezobuchwepheshe Kwezokuxhumana kufanele zicabangele ukukhulisa isikhathi sokufundisa esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana futhi zithuthukise Ukuthuthukiswa Okuqhubekayo Kwezobuchwepheshe kothisha boLwazi Lwezobuchwepheshe Kwezokuxhumana, futhi lezi zikole kufanele futhi zihlinzeke izitshudeni ezinokukhubazeka okuhlukahlukene nobunzima bokufunda ngendlela yezinhlobonhlobo zezinto zokufundisa ezinjengamathuluzi okusiza ukuthuthukisa ukufundisa nokufunda. / M. Ed. (Inclusive Education)

Abstract in English, Afrikaans and Sesotho / Scuba diving is a popular marine recreational activity along the eastern and southern coast of Africa. This region is characterised as the East African Marine Ecoregion (EAME) and is known for its richness in marine fauna and flora, including some of the Indian Ocean‟s most diverse and abundant coral reef ecosystems, making it a popular destination for scuba divers. The future of the scuba diving industry has come under threat as a result of environmental, social, political and economic impacts, and there is a need to better understand how these external risks impact on scuba diving tourism businesses in the EAME. Empirical evidence suggests that external risks, both international and domestic, have an effect on the tourism industry as a whole. However, limited research has been conducted on the impact of such external risks on the dive tourism industry specifically. Existing research has also focused extensively on environmental risks rather than on how external risks of a political, economic and social nature affect dive operator sustainability in the EAME. Most studies have also focused on the demand side (divers) as opposed to the supply side (dive operators). In addition, as dive tourists have greater flexibility to change their destination should risks arise, this threatens the success of dive operators in higher risk areas. To address these problems, the primary objective of the research undertaken sought to comprehensively identify the impact of external risks (environmental, economic, social and political) on dive operators in four countries within the EAME from a supply-side perspective. In order to achieve the primary objective, the following secondary objectives were achieved: 1. Identified scuba diving tourism operators in the EAME and their scope of operation. 2. Determined the external risks most relevant to dive operators in the EAME and assessed their level of impact. 3. Compared the individual external risks experienced by each of the countries in the EAME (Kenya, Tanzania, Mozambique and South Africa) using a cross-case analysis. 4. Assessed the perception of dive operators regarding whether external risks would influence a dive tourists decision to travel to the dive operators area of operation in the EAME ii The study consisted of two phases. Phase 1 comprised structured interviews with a select group of dive operators to gain insight into the external risks most prevalent in the scuba diving industry, as well as to assist in developing a quantitative structured survey (Phase 2), which was subsequently completed by dive operators in Kenya, Tanzania, Mozambique and South Africa. Data was imported into SPSS for quantitative statistical analysis. From the primary data collected, the major findings from this study determined that current economic and political risks have the greatest impact on dive operators in the EAME, and this trend is expected to continue. Environmental degradation of coral reefs, while not seen as a threat at present, constitutes a key threat for the near future. The greatest influences expressed in terms of risk categories impacting on dive tourism are domestic economic risks, international economic risks, domestic political risks and international political risks. A cross-case analysis conducted on the four countries concluded that external risks have varying effects within the different countries. Finally, the results indicated that external risks significantly influence a dive tourist's decision to travel to the EAME. By identifying and assessing the external risks that have an impact on dive operators in the EAME, this research contributes to knowledge on the dive tourism industry in the EAME, as well as dive tourism further afield and the wider field of tourism management. The study's findings create awareness of the effect that external risks have on dive operators in the region. A conceptual framework was developed which encompasses external risks in the scuba diving industry. Risk radars, risk maps and colour-coded tables were further outputs this study which can assist businesses, society and economies in responding to current and future threats and crises in a more informative and intuitive way. This can be achieved by implementing risk management strategies to mitigate or reduce exposure to external risks; strengthening stakeholder involvement along the tourism value chain; and stressing the need for government involvement towards the protection of the environment and promotion of small business growth in the region. Future research can include a wider view of the marine tourism industry and other areas of the Blue Economy. / Skubaduik is 'n gewilde mariene ontspanningsaktiwiteit langs die oos- en suidkus van Afrika. Hierdie streek staan bekend as die Oos-Afrika Mariene Ekostreek (East African Marine Ecoregion, EAME) en is bekend vir sy rykheid aan mariene fauna en flora, insluitende sommige van die Indiese Oseaan se mees diverse en welige koraalrif-ekostelsels, wat dit 'n gewilde bestemming vir skubaduikers maak. Die toekoms van die skubaduikbedryf word bedreig weens die impak van omgewings-, sosiale, politieke en ekonomiese gebeure, en daar is 'n behoefte om beter te verstaan hoe hierdie eksterne risiko's skubaduiktoerisme-besighede in die EAME beïnvloed. Empiriese bewyse suggereer dat eksterne risiko's, internasionaal sowel as plaaslik, 'n invloed op die toerismebedryf as 'n geheel het. Beperkte navorsing is egter gedoen oor die impak van sulke eksterne risiko's op spesifiek die duiktoerisme-bedryf. Bestaande navorsing het ook uitvoerig gefokus op omgewingsrisiko's eerder as hoe eksterne risiko's van 'n politieke, ekonomiese en sosiale aard duik-operateur-volhoubaarheid in die EAME beïnvloed. Die meeste studies het ook gefokus op die aanvraagkant (duikers) in teenstelling met die aanbodkant (duik-operateurs). Verder, omdat duiktoeriste meer buigsaamheid het om hulle bestemming te verander indien risiko's voorkom, bedreig dit die sukses van duik-operateurs in hoë-risiko-gebiede. Om hierdie probleme te hanteer is die primêre doel van die navorsing wat gedoen is om op omvattende wyse die impak van eksterne risiko's (omgewing, ekonomies, sosiaal en polities) op duik-operateurs in vier lande in die EAME te identifiseer uit 'n aanbodkant-perspektief. Om die primêre doelwit te behaal, is die volgende sekondêre doelwitte bereik: 1. Skubaduik-toerisme-operateurs in die EAME en hulle operasionele omvang is geïdentifiseer. 2. Die eksterne risiko's wat die relevantste vir duik-operateurs in die EAME is, is bepaal en hulle vlak van impak is geassesseer. 3. Die individuele eksterne risiko's wat deur elkeen van die lande in die EAME (Kenia, Tanzanië, Mosambiek en Suid-Afrika) ervaar is, is vergelyk deur die gebruik van 'n kruisgeval-analise. 4. Die persepsie van duik-operateurs wat betref of eksterne risiko's 'n duiktoeris se besluit sal beïnvloed om na die duik-operateur se operasionele gebied in die EAME te reis, is geassesseer. Die studie het uit twee fases bestaan. Fase 1 het gestruktureerde onderhoude met 'n geselekteerde groep duik-operateurs behels om insig te kry in die eksterne risiko's wat die algemeenste in die skubaduikbedryf voorkom, en om te help om 'n kwantitatiewe gestruktureerde peiling (fase 2) te ontwikkel, wat gevolglik deur duik-operateurs in Kenia, Tanzanië, Mosambiek en Suid-Afrika voltooi is. Data is ingevoer in SPSS vir kwantitatiewe statistiese analise. Uit die primêre data wat ingesamel is, het die belangrikste bevindings van hierdie studie bepaal dat die huidige ekonomiese en politieke risiko's die grootste impak op duik-operateurs in die EAME het, en daar word verwag dat hierdie tendens sal voortduur. Die omgewingsagteruitgang van koraalriwwe, hoewel dit nie tans as 'n bedreiging beskou word nie, is 'n sleutelbedreiging vir die nabye toekoms. Die grootste invloede wat uitgedruk is as risiko-kategorieë wat 'n invloed op duiktoerisme het, is plaaslike ekonomiese risiko's, internasionale ekonomiese risiko's, plaaslike politieke risiko's en internasionale politieke risiko's. 'n Kruisgeval-analise wat op die vier lande uitgevoer is, het bevind dat eksterne risiko's wisselende uitwerkings binne die verskillende lande het. Laastens het die resultate aangedui dat eksterne risiko's 'n duiktoeris se besluit om na die EAME te reis, aansienlik beïnvloed. Deur die eksterne risiko's te identifiseer en te assesseer wat 'n impak op duik-operateurs in die EAME het, dra hierdie navorsing by tot kennis oor die duiktoerismebedryf in die EAME, asook duiktoerisme verder weg en die wyer veld van toerismebestuur. Die studie se bevindings skep 'n bewustheid van die uitwerking wat eksterne risiko's op duik-operateurs in die streek het. 'n Konseptuele raamwerk is ontwikkel wat eksterne risiko's in die skubaduikbedryf omvat. Risiko-radars, risiko-kaarte en tabelle wat volgens kleur gekodeer is, was verdere uitsette van hierdie studie wat besighede, die gemeenskap en ekonomieë kan help om te reageer op huidige en toekomstige bedreigings en krisisse op 'n meer ingeligte en intuïtiewe manier. Dit kan bereik word deur risikobestuurstrategieë te implementeer om blootstelling aan eksterne risiko's te mitigeer of te verminder; belanghebberbetrokkenheid op die toerismewaardeketting te versterk; en om die behoefte vir regeringsbetrokkenheid by die insluit. / Ho sesa tlasa metsi a lewatle ke mosebetsi o tsebahalang haholo wa boithabiso ba lewatle haufi le mabopo a ka botjhabela le borwa ba Afrika. Sebaka sena se kgethollwa e le lefatshe la bophelo ba mawatle a Afrika Botjhabela (EAME) mme se tsejwa ka leruo la sona la diphoofolo tsa lewatle le dimela, ho kenyelletsa le tse ding tsa diphedi tse fapaneng tsa lewatle la Indian, e leng se etsang hore e be sebaka se tumeng bakeng sa batho ba sesang tlasa lewatle. Bokamoso ba indasteri ya ho tola tlasa lewatle bo kotsing ka lebaka la tshusumetso ya tikoloho, kahisano, dipolotiki le moruo, mme ho na le tlhokahalo ya ho utlwisisa hantle hore dikotsi tsena tsa kantle di ama jwang dikgwebo tsa bothori bo amanang le ho sesa tlasa lewatle EAME (Mabatoweng a Afrika Botjhabela a diphedi tsa mawatle). Bopaki bo hlakileng bo fana ka maikutlo a hore dikotsi tsa kantle, tsa matjhaba le tsa lehae, di na le tshwaetso indastering ya bohahlauli ka kakaretso. Leha ho le jwalo, dipatlisiso tse fokolang di ile tsa etswa mabapi le sefutho sa dikotsi tse jwalo tsa kantle indastering ea bohahlaudi ba ho sesa ka ho kgetheha. Dipatlisiso tse teng di boetse di tsepamisitse maikutlo haholo ka dikotsi tsa tikoloho di sa shebe hore na dikotsi tsa kantle tsa dipolotiki, tsa moruo le tsa kahisano di ama jwang ho tsitsisa tshebetso ho EAME. Diphuputso tse ngata di boetse di tsepame lehlakoreng la tlhokahalo (disesi) ho fapana le lehlakore la diphallelo (batho ba sesang). Ho phaella moo, jwalo ka ha disesi tsa bahahlaudi di ena le maemo a mangata a ho fetola dibaka tsa bona ha ho hlaha dikotsi, sena se senya katleho ya disesi dibakeng tse nang le dikotsi tse ngatanyana. Ho rarolla mathata ana, sepheo se ka sehloohong sa dipatlisiso tse entsweng di ile tsa leka ho lemoha ka ho hlaka sefutho sa dikotsi tsa kantle (tikoloho, moruo, kahisano le dipolotiki) ho disesi dinaheng tse nne tse ka hare ho EAME ho tloha lehlakoreng la phepelo. E le ho finyella sepheo se ka sehloohong, dipheo tse latelang di ile tsa fihlellwa: 1. Ho kgetholla basebeletsi ba bahahlaudi ba ho sesa lebatoweng la EAME le tsela ya tshebetso ya bona. 2. Ho etsa qeto ya dikotsi tse ka ntle tsa bohlokwa ho tsamaisa ba disesi ho EAME le ho hlahloba boemo ba tsona ba tshusumetso. 3. Ho bapiswa dikotsi tse ka ntle tsa naha ka nngwe ho EAME (Kenya, Tanzania, Mozambique le Afrika Borwa) ho sebedisa dintlha tsa ho hlahloba diketsahalo. 4. Hlahloba maikutlo a disesi mabapi le hore na dikotsi tse ka ntle di tla susumetsa qeto ya bahahlaudi ba ho etela sebakeng seo ba sebetsang ho sona ho EAME Thuto e ne e ena le mekgahlelo e mmedi. Mokgahlelo wa 1 o ne o ena le dipuisano tse hlophisitsweng le sehlopha se kgethilweng sa basebetsi ba disesi ho utlwisisa dikotsi tse ka ntle tse atileng haholo indastering ya ho sesa, le ho thusa ho ntlafatsa tlhahlobo e entsweng ka bongata (Phase 2), e ileng ya qetella e phethilwe ke basebetsi ba disesi Kenya, Tanzania, Mozambique le Afrika Borwa. Lesedi le ile la kenngwa ka SPSS bakeng sa tlhahlobo ya dipalopalo. Ho tswa leseding la motheho le bokelletsweng, diphuputso tse kgolo tsa thuto ena di bontshitse hore dikotsi tsa moraorao tsa moruo le tsa lipolotiki di na le tshusumetso e kgolo ho ba sebetsang e le basebetsi ba disesi EAME, mme mokgwa ona o lebeletswe hore o tswele pele. Ho senyeha ha tikoloho ya dimela/diphedi tsa lewatle, ha ho sa nkuweng e le tshoso hona jwale, ke tshoso e ka sehloohong bakeng sa nako e tlang. Tshusumetso e matla ka ho fetisisa e hlalositsweng ka mekgahlelo ya dikotsi tse amang tsela ya ho etela dibaka tsa bohahlaudi ke dikotsi tsa moruo wa lehae, dikotsi tsa matjhaba tsa moruo, dikotsi tsa dipolotiki tsa lehae le dikotsi tsa matjhaba tsa dipolotiki. Phuputso e entsweng dinaheng tse nne e qetile ka hore dikotsi tsa ka ntle di na le diphello tse fapaneng dinaheng tse fapaneng. Qetellong, diphello di bontshitse hore dikotsi tsa ka ntle di susumetsa haholo qeto ya mohahlaudi wa ya sesang tlasa lewatle ho etela EAME. Ka ho kgetholla le ho hlahloba dikotsi tse ka ntle tse nang le tshwaetso basebetsing ba disesi EAME, dipatlisiso tsena di tlatsetsa tsebong lefapheng la bohahlaudi ba ho ho sesa tlasa lewatle dibakeng tsa EAME, ha mmoho le bahahlaudi ba ho sesa ka ho phatlalla tsamaisong ya bohahlaudi. Diphuputso tsa thuto di etsa hore ho be le tlhokomediso ya phello ya ka moo dikotsi tse ka ntle di nang le kameho disesing sebakeng seo. Ho na le moralo o ileng wa etswa o kenyeletsang dikotsi tsa kantle indastering ya ho sesa tlasa lewatle. Diwaelese tse nkgellang dikotsi, dimmapa tsa dikotsi le ditafole tse nang le mebala di ne di boetse di hlahisa thuto ena e ka thusang dikgwebo, setjhaba le moruo ho arabela dikotsing tsa moraorao le tsa nakong e tlang ka ditsela tse rutang le tse nang le tsebo. Sena se ka fihlellwa ka ho kenya tshebetsong maano a tsamaiso ya kotsi bakeng sa ho fokotsa ho pepeseha dikotsing tsa kantle; ho matlafatsa tshebetsong ya bankaseabo motjheng wa bohlokwa wa bohahlaudi; le ho totobatsa tlhokahalo ya ho nka seabo ha mmuso ho sireletsa tikoloho le tshehetso ya kgolo ya dikgwebo tse nyenyane sebakeng seo. Phuputso ya nako e tlang e ka kenyelletsa pono e pharaletseng ya indasteri ya bahahlaudi ba lewatle le dibaka tse ding tsa Blue Economy. / Environmental Sciences / M. Com. (Tourism Management)

Abstract in English, Venda and Tsonga / Released prisoners in Kenya have a 75% likelihood of committing another crime and a 50% probability of going to jail two years after their discharge from prison custody. From the trend of recidivism in Kenya, there are a staggeringly high number of offenders being incarcerated and eventually released back to the community, and the high risk of re-arrest and reincarceration is a concern for policymakers, criminologists and correctional managers. This study examined the influence of offender characteristics, offender reintegration and community perception and attitude regarding recidivism in Kakamega County, Kenya. The study adopted a survey research design. Findings reveal a statistically significant relationship between offender characteristics and recidivism. In addition, offender reintegration and community perception and attitude towards offenders greatly influence recidivism. From the study, it is recommended that the government provide correctional officers with the required resources to use the actuarial risk assessment model. The model is applied to the released offenders to predict the future probability of recidivism. In addition, it is recommended that the government and the various correctional stakeholders come up with an integrated approach that specifically targets successful re-entry of offenders upon release from prison. Finally, it is recommended that the government develop programmes targeting awareness of the community members to desist from stigmatising ex-offenders. / Vhafariwa vho vhofhololwaho ngei Kenya vha na khonadzeo ya 75% ya u ita vhuṅwe vhutshinyi na 50% ya khonadzeo ya u ya dzhele miṅwaha mivhili nga murahu ha u bva tshiṱokisini. U bva kha nzulele ya u tshinya fhafhu ngei Kenya, hu na u mangadza huhulwane ha tshivhalo tshi re nṱha tsha vhatshinyi vha re dzhele vhane vha fhedzisela vho vhofhololelwa murahu kha tshitshavha, khohakhombo khulwane ya u dovha u farwa hafhu na u valelwa hafhu dzhele zwi vhilaedzisa vhabveledzi vha mbekanyamaitele, vhaḓivhi vha zwa vhutshinyi na vhalanguli vha vhululamisi. Ngudo i ṱola ṱhuṱhuwedzo ya zwiṱaluli zwa mutshinyi, mbuedzedzo ya mutshinyi na zwine tshitshavha tsha mudzhiisa zwone na vhuvha zwi tshi ya kha u tshinya hafhu kha Dzingu ḽa Kakamega, Kenya. Ngudo yo shumisa tsedzuluso ya pulane yo dzudzanywaho ya ṱhoḓisiso. Mawanwa o dzumbulula tshivhalo tsha vhushaka ha ndeme vhukati ha zwiṱaluli zwa mutshinyi na u tshinya hafhu. U ḓadzisa khazwenezwo, mbuedzedzo y mutshinyi na zwine tshitshavha tsha mudzhiisa zwone na vhuvha zwi tshi ya kha vhatshinyi zwi ṱuṱuwedza nga huhulu u tshinya hafhu. U bva kha ngudo, hu themendelwa uri muvhuso u ṋetshedze vhaofisiri vha ndulamiso zwiko zwine zwa ṱoḓea u shumisa tshiedziso tsha u ṱola khohakhombo tsha vhukuma. Tshiedziso tshi shumiswa u vhofholola vhafariwa u humbulela khonadzeo ya vhumatshelo ya u tshinyahafhu. U ḓadzisa kha zwenezwo, hu themendelwa uri muvhuso na vhadzhiamukovhe vho fhambanaho vha vhululamisi vha ḓe na kuitele kwo ṱanganelaho kwo livhiswaho tshoṱhe kha u dzhena hafhu ha vhatshinyi musi vha tshi tou bva dzhele. Tsha u fhedzisela, hu themendelwa uri muvhuso u bveledzise mbekanyamushumo dzo livhiswaho kha u tsivhudza miraḓo ya tshitshavha u sa i sa phanḓa na u fara vhatshinyi vha kale nga nḓila i si yavhuḓi. / Vakhotsiwa lava tshunxiwaka eKenya va na 75% wa ntolovelo wa leswo va nga endla vugevenga byin’wana na 50% ta nkoteko wa ku ya ejele nakambe endzhaku ka ku tshunxiwa ka vona ejele. Kusuka eka ntolovelo wa ku vuyelela ku endla vugevenga nakambe eKenya, ku na nhlayo ya le henhla hindlela yo hlamarisa ya vaonhi lava va nga eku pfaleriweni ekhotsweni naswona endzhaku ka swona va tshunxiwa ku vuyela eka tindhawu ta vaaki, naswona ku na nxungeto wa le henhla wa ku khomiwa nakambe na ku pfaleriwa ekhotsweni nakambe hi vuntshwa, leswi i xivileriso eka vaendlatipholisi, vativi hi swa vugevenga na vafambisi va makhotso. Ndzavisisadyondzo lowu wu kambele nhlohlotelo wa swihlawulekisi swa vaonhi, ku hlanganisa nakambe vaonhi na vanhu eka tindhawu ta vaakandhawu na mavonelo na maehleketelo ya vaakandhawu hi mayelana na ku vuyelela ka swigevenga ku endla vugevenga eka Xifundza xa Kakamega, eKenya. Ndzavisisadyondzo lowu wu tirhise dizayini ya ndzavisiso wa mbalango ku nga survey research design. Leswi kumiweke swi paluxe vuxaka bya le henhla hindlela ya tinhlayonhlayo exikarhi ka swihlawulekisi swa vaonhi na vuyelelo bya ku endla vugevenga nakambe. Na le henhla ka sweswo, ku hlanganisa hi vuntshwa vaonhi na vaakandhawu nakambe hi vuntshwa na mavonelo na maehleketelo ya vaakandhawu eka vaonhi swi hlohlotela swinene vuyelelo bya ku endla vugevenga nakambe. Kusuka eka ndzavisisadyondzo, ku bumabumeriwa leswaku mfumo wu nyika vaofisiri va makhotso swipfuno leswi lavekaka ku tirhisa modlolo wa nhlahluvo wa nxungeto wa xiakichuwari ku nga actuarial risk assessment model. Modlolo lowu wu tirhisiwa eka vaonhi lava tshunxiweke ku vhumba nkoteko wa nkarhi lowu taka wa vuyelelo bya vugevenga nakambe. Ku tlhela nakambe ku bumabumeriwa leswaku mfumo na vakhomaxiave va makhotso vo hambanahambana va va na endlelo leri hlanganisiweke leri kongomisiwaka ngopfungopfu ku humeleka kahle ka ku vuyela ka vaonhi eka tindhawu ta vaaki loko vaonhi va tshunxiwa ekhotsweni. Xo hetelela, ku bumabumeriwa leswaku mfumo wu endla minongonoko leyi kongomisiweke eka vulemukisi bya vaakandhawu leswaku va tshika ku nyenyemuka khale ka vaonhi lava a va khotsiwile. / Corrections Management / Ph. D. (Criminal Justice)

Text in English, with summaries and keywords in English, Sesotho and Afrikaans / This study is an enquiry into how The educator’s new clothes by Mark Rautenbach is an example of site-specific art. The aim is to demonstrate how boundaries in TENC become blurred between site-specific performance, other art forms, and every-day activities. The key concepts explored are: Rautenbach’s approach to the concept of site, the connections that develop between his performance and each site that he travels to; his use of the art gallery and viewer participation. Through literature study relevant theory is explored, and several arguments are applied in a selective manner to my analysis of TENC. Various International and South African site-specific artworks are discussed as an indication of how site-specificity can be applied in alternative ways. In October 2017 I installed GREENER?, a site-specific exhibition in the UNISA Art gallery. The works on the show underline the theoretical findings and highlight the flexible application of theory relating to site-specificity. / Dinyakišišo tše ke phatišišo mabapi le seo se dirago bokgabo bja The educator’s new clothes (TENC) ka Mark Rautenbach go ba mohlala wa bokgabo bja lefelong le itšego. Maikemišetšo ke go laetša ka fao ka go TENC mellwane magareng ga mošomo wa ka lefelong le mehuta ye mengwe ya bokgabo le mediro ya ka mehla di thomago go se sa bonagala gabotse. Mareo ao a šomišwago ke: mokgwa wa Rautenbach go kgopolo ya lefelo, dikgokagano tše di hlamegago magareng ga phethagatšo ya ya gagwe ya mošomo le lefelo le lengwe le le lengwe leo a yago go lona, tšhomišo ya gagwe ya kalari ya tša bokgabo le go kgatha tema ga babogedi. Ka go diriša dingwalwa teori ya maleba e a utollwa, gomme dintlha tše mmalwa di a dirišwa ka mokgwa wa go kgetha go tshekatsheko ya ka ya TENC. Mešomo ya bokgabo ya ka lefelong le itšego ya mehutahuta e a ahlaahlwa bjalo ka kutollo ya ka fao bokgabo bja ka mafelong bo ka dirišwago ka ditsela tše dingwe. Ka Oktoboro 2017 ke hlomile GREENER?, e lego pontšho ya bokgabo ya ka lefelong le itšego, ka Kalaring ya Bokgabo ya ka Unisa. Mešomo ye e bontšhitšwego e laeditše dikutollo tša teori le go laetša tirišo ye e fetogago ya teori mabapi le mešomo ya bokgabo ya ka lefelong le itšego. / Hierdie studie behels ʼn ondersoek na wat van The educator’s new clothes (TENC) deur Mark Rautenbach plekspesifieke kuns maak. Die oogmerk is om aan te toon hoe die grense tussen plekspesifieke uitvoering, ander kunsvorme en daaglikse bedrywighede vervaag. Die kernkonsepte wat verken word, is Rautenbach se beskouing van die konsep van plek, die verband tussen sy uitvoering en elke plek waarheen hy reis, sy aanwending van ʼn kunsgalery, en kykerdeelname. Die tersaaklike teorie word aan die hand van ʼn literatuurstudie verken, en ʼn aantal argumente word op selektiewe wyse op my ontleding van TENC toegepas. Verskeie internasionale en Suid-Afrikaanse plekspesifieke kunswerke word bespreek as ʼn verkenning van hoe plekspesifisiteit op ander maniere toegepas word. Ek het in Oktober 2017 ʼn plekspesifieke uitstalling met die titel GREENER? in die Unisa Kunsgalery gehou. Die werke wat uitgestal is, onderstreep die teoretiese bevindings en vestig die aandag op die buigsame toepassing van die teorie in verband met plekspesifisiteit. / Art History, Visual Arts and Musicology / M.V.A.

Abstract in English, Tswana and Afrikaans / People who graduated from higher education, whether they attended classes on campus or studied via a distance mode of learning, have not only been educated but are also able to participate in and contribute positively to the political, social and economic forums in their immediate environments and within their country. Progressing through the higher education system successfully is not easy since there are many challenges to overcome. Students With Disabilities (SWD) face even greater challenges in making their way through the system to emerge triumphantly as graduates. Institutions of higher learning, including Open Distance eLearning (ODeL) facilities, must provide support to SWD in order to facilitate their learning experience so that they are better equipped to succeed. Therefore, it is vital to promote access to higher education for people with disabilities and to provide support, such as making assistive technologies and human services available, for SWD within ODeL institutions. This qualitative study was exploratory in nature and used a multiple case study research design in the chosen area to investigate the provision of support for SWD in the ODeL institution. Data were collected by means of semi-structured interviews and a document analysis, and these two methods of data gathering assisted with triangulation. The research findings revealed differences between the findings that were obtained through the responses received from teacher and staff member participants. The research findings also revealed differences between the findings that were obtained through the responses received from the participants, in general, and those obtained through the document analysis. The findings obtained through responses received from teacher participants showed that support for SWD was more evident at the school level than at the ODeL institution, that is, at the tertiary level of education. The document analysis of the policies of the ODeL institution revealed that the policies were general and did not specifically relate to the needs of SWD. At the same time, the findings in this dissertation of limited scope showed that the use of technology and the availability of assistive devices were more prominent at the school level than at the ODeL institution. / Batho ba ba alogang go tswa mo ditheong tse kgolwane tsa Thuto, ba tswa ba ka bo ba rutilwe le go ithuta ka go tsenela dikamuso (attending lecturers) mo khemphaseng kgotsa ba rutilwe le go ithuta ka thutotlhaeletsano, ga ba rutega fela mme ba kgona gape le go nna le seabe le go abelana ka tshiamo mo diforamong tsa sepolotiki, tsa seloago le tsa seikonomi mo ditikologong tse ba iphitlhelang ba le mo go tsona naga ka bophara. Go tsweletsa dithuto mo setheong sa thuto e kgolwane ka katlego ga go bonolo ka gonne go na le dikgwetlho di le dintsi tse o tshwanelwang ke go di fenya. Baithuti ba ba tshelang-ka-bogole (Students with disabilities -SWD) ba lebagane le dikgwetlho tse dikgolo thata mo setheong sa thuto e kgolwane, go ka ipona kwa bofelelong e le dialogane tse di atlegileng. Ditheo tsa thuto e kgolwane, go akaretsa le tsa tlamelo ya thutotlhaeletsano ka mafarafatlha ntle le maparego (ODeL), di tshwanelwa ke go tshegetsa SWD mo dithutung tsa bone gore batle ba atlege. Ka jalo, go botlhokwa go rotlweetsa phitlhelelo ya thuto e kgolwane go batho ba ba tshelang ka bogole le go ba tshegetsa, jaaka go ka ba direla le go ba neela thekenoloji tsa thuso le ditirelo tsa thuso-ka-batho. Tshegetse fela jaaka e tshwanetse go SWD ba ba mo ODeL. Patlisiso e ya khwaletatifi, e tlhametswe go utulola mme ebile e dirisitse mefuta e le mentsi ya go batlisisa ka ga mokgwa wa go tshegetsa SWD mo ODeL. Tshedimosetso kgotsa dinewane di kokoantswe ka go dirisa seripa sa dipotsolotso le go sekaseka tokamana, mme mekgwa e mebedi e, e thusitse ka go netefatsa diphitlheleo tse di bonweng. Diphitlhelelo tsa patlisiso di bontshitse dipharologano magareng ga diphitlhelelo tse di bonweng go tswa go barutabana kwa sekolong le go tswa go badiri kwa ODeL. Diphitlhelelo tsa patlisiso, di tlhagisitse gape dipharologano magareng ga diphitlhelelo tse di bonweng go tswa go banna-le-seabe, ka kakaretso, le tse di bonweng go tswa mo go sekasekeng tokamana. Diphitlhelelo tse di bonweng go tswa go barutabana, di bontshitse gore tshegetso ya SWD e tlhomame kwa sekolong go na le kwa ODeL, e leng setheo sa thuto e e kgolwane. Tshekatsheko ya tokomana ya dipholisi tsa ODeL, e bontsitse fa dipholisi e le tsa kakaretso fela mme di sa tote ka tlhamalalo ditlhokego tsa SWD. Go ntse go le jalo, diphitlhelelo tsa tlhotlhomisi e e lekanyeditsweng mothamo, di bontshitse fa tiriso ya thekenoloji le go nna teng ga didiriswa-thuso, di tlhomame kwa sekolong go na le kwa ODeL. / Mense wat aan hoëronderwysinstellings gradueer, of hulle klasse op kampus bygewoon het of deur 'n afstandsmetode van leer studeer het, is nie slegs onderrig nie, maar hulle kan ook deelneem aan en positief bydra tot die politieke, sosiale en ekonomiese forums in hul onmiddellike omgewing en in hul land. Dit is nie maklik om suksesvol deur die hoëronderwysstelsel te vorder nie, omdat daar baie struikelblokke is om te oorkom. Studente met gestremdhede (SMG) het selfs meer uitdagings om hul weg deur die stelsel te baan en triomfantlik as graduandi te verrys. Hoëronderriginstellings, insluitende oop e-afstandsleer (ODeL) -fasiliteite, moet ondersteuning aan SMG bied om hul leerervarings te fasiliteer sodat hulle beter toegerus is om sukses te behaal. Dit is daarom noodsaaklik om toegang tot hoër onderwys en ondersteuning aan mense met gestremdhede te bied, soos om hulptegnologieë en menslike dienste aan SMG in ODeL-instellings beskikbaar te stel. Hierdie kwalitatiewe studie was verkennend van aard en het 'n veelvoudige gevallestudie-ontwerp in die gekose veld gebruik om die voorsiening van ondersteuning aan SMG in 'n ODeL-instelling te ondersoek. Data is versamel deur semigestruktureerde onderhoude en 'n dokumentonleding; hierdie twee metodes van dataversameling het met triangulasie gehelp. Navorsingsbevindings het verskille aangedui tussen die data wat verkry is van die onderwyser en die van deelnemende personeellede se reaksies. Navorsingsbevindings het ook verskille aangedui tussen die data wat verkry is van deelnemers se reaksies oor die algemeen en die wat deur dokumentontleding verkry is. Die bevindings wat deur die onderwyserdeelnemers verkry is, het aangedui dat ondersteuning aan SMG duideliker op skoolvlak was as by die ODeL-instelling; dit is op tersiêre vlak van onderwys. Die dokumentontleding van die ODeL-instelling se beleide het aangedui dat die beleide algemeen was nie spesifiek met SWD se behoeftes verband hou nie. Terselfdertyd het die bevindings van hierdie verhandeling van beperkte omvang getoon dat die gebruik van tegnologie en die beskikbaarheid van hulptoestelle meer prominent was op skoolvlak as by die ODeL-instelling. / Curriculum and Instructional Studies / M. Ed. (Open Distance Learning)