National and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research based findings and recommendations point to the fact that evidence–based research and integrated approaches should be incorporated to address this inconsistency. There is a need for a comprehensive curriculum to guide pre–service teachers toward a coherent knowledge base for the effective teaching of reading as teachers do not have an understanding of what to teach or how to teach it. Literature identifies that the inclusion, and explicit teaching of the five reading literacy components (phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension) form the essential components which should be instructed to enable teachers to teach reading. This study analysed a teacher preparation programme to identify what reading literacy components are taught as well as how the reading literacy components are taught within the programme. The results reflect that the reading literacy components are included haphazardly within the teacher preparation programme and there is no evidence–based research incorporated. It is clear that the pre–service teachers are not taught “how” to teach the reading literacy components as the science of reading is not focused on in the teacher preparation programme studied. The findings of this study support the literature base requiring teachers to be equipped with a disciplinary knowledge base to teach reading. Furthermore, teachers should be provided with a rigorous, research–based curriculum which will enable them to become expert reading literacy teachers who will be well prepared to implement research–based programmes and practices. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.

The National Curriculum Statement (2002), in line with the South African Constitution (1996), views human rights, inclusivity and social justice as priorities in all learning areas of the curriculum. However, a document such as the Manifesto on Values, Education and Democracy (2001) illustrates the complexities of addressing this in practice. One of the reasons is that there are misconceptions about how the concept of 'human rights' should be interpreted in the educational realm. This study sets out to explore how primary school learners understand human rights teaching-and-learning (from a moral and value stance) and what factors influence this. The intention is to rethink and redefine human rights teaching-and-learning from a learner's perspective as well as to investigate the notion that regards human rights as 'misunderstood'. This research offers a new perspective on human rights in that it focuses on primary school learners. Therefore this study will provide another lens through which to consider human rights teaching-and-learning in classroom practice. A literature study and empirical research have been undertaken to investigate how learners understand human rights teaching-and-learning. The literature study explores ontological, epistemological and methodological perspectives of human rights teaching-and-learning. Qualitative observation, written narratives and focus-group interviews formed the bases of this empirical research. Ongoing triangulation is used to ensure that the research findings are valid and trustworthy. It seems that primary school learners do have an understanding of human rights teaching-and-learning, which is characterized by an emphasis on legal rights and the contextualisation of human rights within South African, value and educational contexts. Educational and societal factors are two of the factors that influence this understanding. It is clear that learners' understanding of human rights teaching-and-learning is not one-dimensional. However, there are certain ontological ambiguities in the views that learners hold of the significance of human rights teaching-and-learning -both within and beyond the curriculum. An indication of this is that learners' responses reveal that they are often uncertain about why they have to learn about human rights and the contexts and/or learning areas (other than Life Orientation) in which human rights teaching-and-learning should take place. Recommendations highlight the need to gain a better understanding of classroom practices so that teaching-and-learning can infuse a culture of human rights; to acknowledge that human rights teaching-and-learning should be more flexible; to use an implicit way of generating an understanding of human rights; to make human rights teaching and learning in classroom practice more authentic; and to consider 'a human rights beyond the curriculum approach'. This study also identifies areas in which further research should be done. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

National and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research based findings and recommendations point to the fact that evidence–based research and integrated approaches should be incorporated to address this inconsistency. There is a need for a comprehensive curriculum to guide pre–service teachers toward a coherent knowledge base for the effective teaching of reading as teachers do not have an understanding of what to teach or how to teach it. Literature identifies that the inclusion, and explicit teaching of the five reading literacy components (phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension) form the essential components which should be instructed to enable teachers to teach reading. This study analysed a teacher preparation programme to identify what reading literacy components are taught as well as how the reading literacy components are taught within the programme. The results reflect that the reading literacy components are included haphazardly within the teacher preparation programme and there is no evidence–based research incorporated. It is clear that the pre–service teachers are not taught “how” to teach the reading literacy components as the science of reading is not focused on in the teacher preparation programme studied. The findings of this study support the literature base requiring teachers to be equipped with a disciplinary knowledge base to teach reading. Furthermore, teachers should be provided with a rigorous, research–based curriculum which will enable them to become expert reading literacy teachers who will be well prepared to implement research–based programmes and practices. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.

Most South African subtitles are produced and broadcast in English despite the fact that English is the first language of only 8.2% of the entire population (Statistics South Africa, 2004). Therefore, current English subtitles are predominantly received as second language text. This poses questions as to how people perceive these subtitles, and if and how their reading of English second language (L2) subtitles differs from their reading of L1 (non-English) subtitles. In recent years, eye tracking has proven to be a valuable method in observing and measuring the eye movements of people watching and reading subtitles. In order to explain the use of eye tracking and in order to answer the question at hand, this study comprises a literature review and an empirical study. The literature review gives an in-depth account of previous studies that used eye tracking to study reading and elaborates on the parameters used to account for various findings. The two empirical components of this study examined the accessibility and effectiveness of English L2 subtitles by presenting native speakers of Afrikaans and Sesotho with subtitles displayed (a) in their native language, Afrikaans or Sesotho, and (b) in L2 English, while monitoring their eye movements with an SMI iViewX™ Hi-Speed eye tracker and comparing the data with that of English L1 speakers reading English subtitles. Participants were also given static text to read (accompanied by a corresponding comprehension test) in order to see if there was a relation between participants’ first and second language reading of static text and that of subtitling. Additionally, participants were given a questionnaire on their reading behaviour, reading preferences, access to subtitled television programming and reading of subtitles in order to find explanations for occurrences in the data. The initial hypothesis was that there would be a difference in L1 and L2 subtitle reading and attention allocation as measured by key eye-tracking parameters. Using ANOVAs, statistically significant differences were indeed found, but the differences were much more significant for the Sesotho L1 than the Afrikaans L1 speakers. After excluding possible confounding factors that were analysed in attempt to refute this hypothesis, the conclusion was that participants inherently read L1 and L2 subtitles differently. The hypothesis is therefore supported. However, the difference in L1 and L2 subtitle reading was not the only significant finding – the Sesotho L1 speakers’ reading data revealed a greater underlying issue, namely literacy. The problem of low literacy levels can be attributed to the participants’ socioeconomic background and history, and needs to be addressed urgently. Recommendations for future research include that the current study be broadened in terms of scope, sampling size, representativeness and experimental material; that the focus be shifted to the rest of the languages spoken in South Africa for which the users do not have a shared sense of bilingualism and for which the L1 skills and levels of L1 literacy vary; and to further explore the relation between the reading of static text and subtitle reading in order to ensure adequate subtitle reading in terms of proportional attention allocation. However, the issue of low literacy levels will have to be addressed urgently; only then will the South African viewing public be able to gain full access to any form of broadcast communicative material or media, and only then will they be able to benefit from subtitling and all that it offers. / North-West University (South Africa). Vaal Triangle Campus.

Most South African subtitles are produced and broadcast in English despite the fact that English is the first language of only 8.2% of the entire population (Statistics South Africa, 2004). Therefore, current English subtitles are predominantly received as second language text. This poses questions as to how people perceive these subtitles, and if and how their reading of English second language (L2) subtitles differs from their reading of L1 (non-English) subtitles. In recent years, eye tracking has proven to be a valuable method in observing and measuring the eye movements of people watching and reading subtitles. In order to explain the use of eye tracking and in order to answer the question at hand, this study comprises a literature review and an empirical study. The literature review gives an in-depth account of previous studies that used eye tracking to study reading and elaborates on the parameters used to account for various findings. The two empirical components of this study examined the accessibility and effectiveness of English L2 subtitles by presenting native speakers of Afrikaans and Sesotho with subtitles displayed (a) in their native language, Afrikaans or Sesotho, and (b) in L2 English, while monitoring their eye movements with an SMI iViewX™ Hi-Speed eye tracker and comparing the data with that of English L1 speakers reading English subtitles. Participants were also given static text to read (accompanied by a corresponding comprehension test) in order to see if there was a relation between participants’ first and second language reading of static text and that of subtitling. Additionally, participants were given a questionnaire on their reading behaviour, reading preferences, access to subtitled television programming and reading of subtitles in order to find explanations for occurrences in the data. The initial hypothesis was that there would be a difference in L1 and L2 subtitle reading and attention allocation as measured by key eye-tracking parameters. Using ANOVAs, statistically significant differences were indeed found, but the differences were much more significant for the Sesotho L1 than the Afrikaans L1 speakers. After excluding possible confounding factors that were analysed in attempt to refute this hypothesis, the conclusion was that participants inherently read L1 and L2 subtitles differently. The hypothesis is therefore supported. However, the difference in L1 and L2 subtitle reading was not the only significant finding – the Sesotho L1 speakers’ reading data revealed a greater underlying issue, namely literacy. The problem of low literacy levels can be attributed to the participants’ socioeconomic background and history, and needs to be addressed urgently. Recommendations for future research include that the current study be broadened in terms of scope, sampling size, representativeness and experimental material; that the focus be shifted to the rest of the languages spoken in South Africa for which the users do not have a shared sense of bilingualism and for which the L1 skills and levels of L1 literacy vary; and to further explore the relation between the reading of static text and subtitle reading in order to ensure adequate subtitle reading in terms of proportional attention allocation. However, the issue of low literacy levels will have to be addressed urgently; only then will the South African viewing public be able to gain full access to any form of broadcast communicative material or media, and only then will they be able to benefit from subtitling and all that it offers. / North-West University (South Africa). Vaal Triangle Campus.

Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms! / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms! / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Summaries In English, Xhosa and Afrikaans / The aim of this study was to carry out a reading comprehension intervention to empower teachers with knowledge and strategies for teaching reading, with the ultimate goal of improving the low reading comprehension of Upper Primary learners in Grade 5. The intervention was carried out for about four months, in which teachers were provided with teaching and learning resources, guidance on how to utilise the resources, and coaching on instructional practices. The intervention involved two control and two intervention schools. A modest interventionist approach was applied in which the six quality criteria for formative assessment as proposed by Nieveen (2007) were adopted to guide the study. The study was carried out in three phases. Phase 1 was concerned with the context and problem identification in which the relevance of the study, the first quality criterion, was addressed. A baseline study was conducted and the results showed that learners had low decoding and reading comprehension skills. The baseline study also revealed that teachers and principals had limited knowledge about reading and comprehension and how to teach them, and the schools were poorly resourced. Considering the low reading levels and academic performance of the learners, there was a need to improve the learners’ reading comprehension levels through teacher empowerment to enhance their literacy practices and change their attitudes. The study was underpinned by two theories of change, namely Guskey’s (1986, 2002) theory of teacher change and Fishbein’s (2000) Integrative Model of Behaviour Prediction. Phase 2 was concerned about the design, development and implementation of the intervention in which four quality criteria were addressed: the consistency, expected practicality, actual practicality, and the expected effectiveness of the intervention. Phase 3 addressed the actual effectiveness of the intervention, and the analysis of the pre- and post-intervention scores showed that the intervention schools improved significantly more than the control schools in decoding tests. The results also showed that the grade-appropriate age groups (10 and 11-yearolds) performed significantly higher than the older learners, and that girls had a slightly better performance than boys in all the assessments. The findings suggest that quality teaching and learning can happen if teachers receive ongoing support to enhance their instructional practices. / Injongo yolu phando ibe ikukuqhuba umsebenzi wokungenelela kufundo ngokuqiqa kwanokuqonda intsingiselo equlethwe kumagama abhaliweyo, ukuze kuxhotyise ootitshala ngezakhono nangeendlela emabafundise ngazo abafundi, khon’ukuze bakwazi ukufunda nokuqonda okubhaliweyo. Eyona nto lujonge kuyo olu phando, kukukhuphula izinga lesakhono sokufundwa kwamagama abhaliweyo ngabafundi bebanga lesi-5, ukuze bafunde ngomoya wengqiqo nokuqonda intsingiselo yoko bakufundayo. Olu phando lulungenelelo olwaaqhutywa isithuba esingangeenyanga ezine, apho ootitshala baanikwa izixhobo zokufundisa, kunye nemigaqo yokusetyenziswa kwazo, baza baqeqeshelwa ukumilisela imiyalelo yokwenza oko bakufundisiweyo. Olu phando lubandakanya amaqela amabini ezikolo. Elokuqala, lelezikolo ezimbini apho abafundi bebandakanywe kuphando njengokuba benjalo. Oko kuthetha ukuthi, aba bafundi abanalo ifuthe longenelelo esingalo esi sifundo. Elesibini, lelezikolo ezimbini ekwenziwe kuzo ungenelelo. Xa kwakuqhutywa olu phando, kwaasetyenziswa uhlobo longenelelo oluzothileyo (i-modest intervention approach). Kulapho kwaaphakanyiswa khona ukuba kusetyenziswe imigaqo emithandathu ekumgangatho ophezulu, apho kuqhutywa uvavanyo olusekwe phezu kweentlobo-ntlobo zeemvavanyo, ngokwengcebiso kaNieveen (2007). Olu phando lwaaqhutywa kwizigaba ezintathu. Kwisigaba soku-1, lwalujongene nokubona ingxaki kunye neemeko eyenzeka phantsi kwazo, Kulapho olu ngenelelo lufuneka khona, nalapho umgangatho ophezulu nowokuqala waathi waphicothwa ngokubanzi. Isiseko sophando saaqhutywa, zaza iziphumo zaso zabonisa okokuba izinga lesakhono sokufunda kwabafundi liphantsi ngokubhekiselele kufundo lwamagama abhaliweyo, kuba bengenaso isakhono sokuhlalutya ngokupheleleyo instingiselo yamagama abhaliweyo, nesakhono sokufunda amagama ngomoya wengqiqo. Isiseko sophando sikwadize okokuba iititshala neenqununu azinalwazi luphangaleleyo malunga nendlela ekufundwa nekuhlalutywa ngayo amagama izivakalisi kunye neentetho ezibhaliweyo. Kananjalo, isiseko sophando sikwadize okokuba iititshala neenqununu azinazo izakhono zokufundisa abafundi ukufunda nokuhlalutya okubhaliweyo ngengqiqo, kwaye izikolo ziswele izixhobo zokukhuphula izinga lokufunda okubhaliweyo ngabafundi. Ngelokuthathela ingqalelo amazinga aphantsi ngokubhekiselele kwizakhono zabafundi ekufundeni amagama abhaliweyo, nakwimpumelelo yabafundi kwizifundo zabo ngokubanzi, kwaabakho imfuneko yokokuba kuphuculwe amazinga ekufundwa ngawo ngabafundi xa befunda okubhaliweyo. Ngokolu phando, konke oku kuyakwenzeka ngokuthi kuxhotyiswe ootitshala ngezakhono zokuphucula indlela abaqhuba ngayo xa befundisa abafundi ukubhala nokufunda okubhaliweyo, ukuze kananjalo batshintshe indlela ababona ngayo. Olu phando luxhaswe ngemibono emalunga notshintsho, nekuyimibono yeengcali ezimbini, u-Guskey’s (1986, 2002) ngombono wakhe osihloko sawo sithi “Utshintsho kwititshala” ‘Teacher change’ kunye no-Fishbein’s (2000) ngombono wakhe omalunga nokuphicotha ngokubanzi indlela zokutshintsha okanye ekunokwakhiwa ngazo izimilo okanye indlela ezithile zokuziphatha (NgesiNgesi yi-“Integrative Model of Behaviour Prediction). Isigaba sesi-2 sasijongene noku kulandelayo: izicwangciso zokungenelela kwingxuba kaxaka ethe yaphawulwa kolu phando, ukusebenzisa olu phando njengelinge lokungenelela ekukhuphuleni izinga lokufunda okubhaliweyo, nasekumiliseleni olu ngenelelo kwinkqubo zokufundisa okubhaliweyo. Kwesi sigaba kuyakuphicothwa ngokwemigqaliselo emine ekudidi oluphezulu ekuyile ilandelayo: Ungenelelo lwenziwa rhoqo okanye ngamaxesha athile; kulindeleke ukuba lwenzeke kangakanani olu ngenelelo? Kanti lona eneneni lwenzeke kangakanani? Utshintsho olulindelekileyo ngenxa yolu phando olungenelele kwingxaki ekhoyo yezinga eliphantsi lokufundwa kwamagama okanye okubhaliweyo ngokubanzi. Kwisigaba sesi-3, kuphicothwe kwabekwa elubala eyona nto iye yenzeka okanye umahluko oye wabonakala ngenxa yolu ngenelelo xa abafundi befunda amagama abhaliweyo. Ukuze kubonakale oku, kuphicothwe amanqaku athathwe phambi kokuba kungenelelwe nasemva kokuba kungenelelwe. Laa manqaku aye abonakalisa okokuba kwizikolo ebekwenziwe kuzo uphando longenelelo, inqanaba lokufunda amagama abhaliweyo ngomoya wokutolika ngengqiqo, likhuphuke ngaphandle kwamathandabuzo, laba ke ngoko libhulele amasaka ezo zikolo bezingakhange zichatshazelwe lungenelelo. Iziphumo zolu phando zikwabonakalisa okokuba amaqela abafundi (abaminyaka ili-10 ne-11 leminyaka ubudala) ngokwamabanga abakuwo esikolweni ngokufanelekileyo, bababhulele amasaka abafundi abadala kunabo ngeminyaka xa kuthelekiswa amanqaku angokufunda ngengqiqo. Ngaphezu koko, amanqaku amantombazana abe bukhuphuka xa kuthelekiswa nawamakhwenkwe kuyo yonke imisebenzi yokuvavanywa kwabo. Iziphumo zophando zibonakalisa okokuba ukufundisa nokufunda okusemgangathweni kungenzeka xa iititshala zisoloko zifumana inkxaso engagungqiyo ukuze zikwazi ukukhuphula nokuphucula imisebenzi yabo yemihla ngemihla, yokufundisa abafundi. / Die doel van hierdie studie was om 'n leesbegripsintervensie uit te voer om onderwysers te bemagtig met kennis en strategieë vir leesonderrig, met die uiteindelike doel om die lae leesbegrip van Hoër Primêre leerders in graad 5 te verbeter. Die intervensie is vir ongeveer vier gedoen maande, waarin onderwysers onderrig- en leerhulpbronne, leiding oor hoe om die hulpbronne te benut, en afrigting oor onderrigpraktyke voorsien is. Die intervensie het twee beheer- en twee intervensieskole behels. 'N Beskeie intervensionistiese benadering is toegepas waarin die ses kwaliteitskriteria vir formatiewe assessering, soos voorgestel deur Nieveen (2007), gebruik word om die studie te lei. Die studie is in drie fases uitgevoer. Fase 1 het gehandel oor die konteks en probleemidentifisering waarin die relevansie van die studie, die eerste kwaliteitskriterium, aangespreek is. 'N Basisstudie is uitgevoer en die resultate het getoon dat leerders oor lae vaardighede beskik oor dekodering en leesbegrip. Die basisstudie het ook aan die lig gebring dat onderwysers en skoolhoofde beperkte kennis gehad het oor lees en begrip en hoe om dit te onderrig, en dat die skole nie genoeg hulpbronne gehad het nie. Met inagneming van die lae leesvlakke en akademiese prestasie van die leerders, was dit nodig om die leerders se leesbegripsvlakke te verbeter deur bemagtiging van onderwysers om hul geletterdheidspraktyke te verbeter en hul houding te verander. Die studie is ondersteun deur twee teorieë oor verandering, naamlik Guskey (1986, 2002) se teorie oor onderwyserverandering en Fishbein (2000) se integrerende model van gedragsvoorspelling. Fase 2 was besorg oor die ontwerp, ontwikkeling en implementering van die intervensie waarin vier kwaliteitskriteria aangespreek is: die konsekwentheid, verwagte praktiese, werklike praktiese en die verwagte effektiwiteit van die intervensie. Fase 3 het die werklike effektiwiteit van die intervensie behandel, en die ontleding van die voor- en na-intervensie-tellings het getoon dat die intervensie-skole aansienlik meer verbeter het as die beheerskole in dekoderingstoetse. Die resultate het ook getoon dat die graadtoepaslike ouderdomsgroepe (10 en 11-jariges) beduidend hoër presteer as die ouer leerders, en dat meisies in al die assesserings effens beter presteer as seuns. Die bevindinge dui daarop dat gehalte-onderrig en -leer kan gebeur as onderwysers deurlopend ondersteuning kry om hul onderrigpraktyke te verbeter. / Linguistics and Modern Languages

The South African Postbank Limited has been tasked by Government with a social mandate to provide basic financial services to people receiving low income and people living in rural areas. Personal financial literacy is an essential element which affects financial inclusion in the target market of a state–owned bank. To achieve the bank?s social mandate and its objective, it would be vital to determine whether people in low income and rural demographics are financially literate. Financial literacy is defined as the ability to manage your money on a day–to–day basis, do future financial planning, choose sound financial products and have appropriate financial knowledge and understanding. Various factors influence the level of financial literacy of a person and in order to improve the financial literacy of a person, cognisance should be taken of that person?s age, gender, living conditions, income–level and socio–economic elements. It will be beneficial for a state–owned bank, in order to reach its social mandate, to implement financial educational programmes to increase financial literacy. The latter will increase the amount of potential customers and thus promote financial inclusion in the long run. The sample in low income and rural areas has been found to be the most wanting in financial literacy and therefore it is crucial to address this shortcoming in the target market of the state–owned bank in order to reach the social mandate of financial inclusion. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The South African Postbank Limited has been tasked by Government with a social mandate to provide basic financial services to people receiving low income and people living in rural areas. Personal financial literacy is an essential element which affects financial inclusion in the target market of a state–owned bank. To achieve the bank?s social mandate and its objective, it would be vital to determine whether people in low income and rural demographics are financially literate. Financial literacy is defined as the ability to manage your money on a day–to–day basis, do future financial planning, choose sound financial products and have appropriate financial knowledge and understanding. Various factors influence the level of financial literacy of a person and in order to improve the financial literacy of a person, cognisance should be taken of that person?s age, gender, living conditions, income–level and socio–economic elements. It will be beneficial for a state–owned bank, in order to reach its social mandate, to implement financial educational programmes to increase financial literacy. The latter will increase the amount of potential customers and thus promote financial inclusion in the long run. The sample in low income and rural areas has been found to be the most wanting in financial literacy and therefore it is crucial to address this shortcoming in the target market of the state–owned bank in order to reach the social mandate of financial inclusion. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.