Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-29T11:16:15Z No. of bitstreams: 1 2016 - Maria Concei??o da Silva.pdf: 34705601 bytes, checksum: e5d1a6c09d3bfbcd49aa2fe48dbb4f1e (MD5) / Made available in DSpace on 2017-05-29T11:16:15Z (GMT). No. of bitstreams: 1 2016 - Maria Concei??o da Silva.pdf: 34705601 bytes, checksum: e5d1a6c09d3bfbcd49aa2fe48dbb4f1e (MD5) Previous issue date: 2016-06-30 / This study aims to record the memories constituents that make up the history of Indigenous School, Village M'by? Guarani, Sapukai in Angra dos Reis / RJ. Investigate how were woven the actions that led to establishment of the State School Indigenous Guarani Kiringuy Yvotyty since its inception as a community school to its current configuration as a state school. Therefore, we will seek to investigate social, intellectual and emotional political contexts are included in this scenario. We consider of great importance that our methodological approach providing conditions to assimilate the concerns and positions of the indigenous community on the social / legal interactions, as actors involved and not always considered in this process. To this end, the search shall be founded on a sensitive design. / O presente trabalho tem por objetivo registrar as mem?rias constituintes que comp?em a hist?ria da Escola Ind?gena, da Aldeia Guarani M?bya, Sapukai, em Angra dos Reis/RJ. Investigaremos de que forma foram tecidas as a??es que levaram a constitui??o da Escola Ind?gena Estadual Guarani Kiringue Yvotyty, desde sua cria??o como escola comunit?ria at? a sua configura??o atual como escola estadual. Para tanto, procuraremos investigar que contextos pol?ticos sociais, intelectuais e afetivos est?o inseridos neste cen?rio. Consideraremos de grande import?ncia que nosso caminho metodol?gico propicie condi??es de assimilar os anseios e posicionamentos da comunidade ind?gena diante das intera??es sociais/legais, como atores envolvidos e nem sempre considerados nesse processo. Para tal, a pesquisa se pautar? em um delinear sens?vel.

Abstract in English, Xhosa and Southern Sotho / This study was about the lack of uniform financial reporting guidelines to be used by South African School Governing Bodies (SGBs) in preparing their financial statements and financial records, which resulted in the inconsistencies and the lack of comparability in the financial statements of section 21 schools. The researcher aimed to develop recommended practice guidelines to be used by SGBs of public schools in South Africa when preparing their financial statements. The research was conducted through a qualitative approach using document analysis, supplemented by individual interviews. Provincial guidelines and selected schools’ financial statements were analysed. Schools’ principals, finance officers, auditors, School Governing Body treasurers, as well as districts officials were interviewed. The participants were selected using a purposive sampling method. Without generalising, the findings revealed that the existing provincial guidelines as well as the financial statements of the selected schools, are not consistent. The inconsistencies affect the comparability of the financial information negatively and that may also have negative impact on the reliability of financial information. The findings from the interviews, supported by the literature review, revealed that there is a need for uniform guidelines in terms of preparation of schools’ financial statements. The findings also revealed that the majority of SGBs opt for the examination of accounting records and financial statements instead of the audit thereof. Recommended practice guidelines were developed using information acquired through the literature review and the data acquired through document analysis and interviews. The study recommended amongst others that a further study be conducted on the effectiveness of financial management training in addressing the financial reporting challenges of South African public schools and whether the examination (instead of audit) of schools’ financial records and financial statements should still be acceptable. / Thutopatlisiso eno e batlisisitse go tlhokagala ga kaedi e e tshwanang ya dipegelo tsa ditšhelete e e ka dirisiwang ke Makgotlataolo a Dikolo tsa Aforikaborwa (diSGB) fa a baakanya dikanego tsa ona tsa ditšhelete mmogo le direkoto tsa ditšhelete, e leng se se bakileng gore go se nne le go tsamaelana le tlhaelo mo ntlheng ya tshwantshanyego ya dikanego tsa ditšhelete tsa dikolo tsa Karolo 21. Maikaelelo a mmatlisisi e ne e le go tlhama kaedi e e tlaa atlenegisiwang ya tiriso e e tlaa dirisiwang ke diSGB tsa dikolo tsa setšhaba mo Aforikaborwa fa di baakanya dikanego tsa tsona tsa ditšhelete. Thutopatlisiso e dirilwe ka mokgwatebo o o lebelelang mabaka go dirisiwa tshekatsheko ya dikwalo, e tshegediwa ke dipotsolotso tsa batho bongwe ka bongwe. Go sekasekilwe kaedi ya porofense le dikanego tsa ditšhelete tsa dikolo tse di tlhophilweng. Go botsoloditswe bagokgo ba dikolo, batlhankedi ba ditšhelete, baruni, batshwaratlotlo ba Makgotlataolo a Dikolo, gammogo le batlhankedi ba dikgaolo. Bannileseabe ba tlhophilwe ka go dirisa mokgwa wa go tlhopha sampole ka maikaelelo. Kwa ntle ga go akaretsa, diphitlhelelo di bontshitse gore kaedi ya ga jaana ya porofense gammogo le dikanego tsa ditšhelete tsa dikolo tse di tlhophilweng, ga di tsamaelane. Go tlhoka go tsamaelana go ama go tshwantshanyega ga tshedimosetso ya ditšhelete ka tsela e e bosula mme seo se ka ama go ikanyega ga tshedimosetso ya ditšhelete. Diphitlhelelo go tswa mo dipotsolotsong, di tshegediwa ke tshekatsheko ya dikwalo, di senotse gore go na le tlhokego ya gore go nne le kaedi e e tshwanang malebana le go baakanngwa ga dikanego tsa ditšhelete tsa dikolo. Gape bontsi jwa diSGB bo itlhophela gore go tlhatlhobiwe direkoto tsa palotlotlo le dikanego tsa ditšhelete go na le gore di runiwe. Go tlhamilwe kaedi ya tiro e e atlenegisiwang go dirisiwa tshedimosetso e e bonweng ka tshekatsheko ya dikwalo le data e e bonweng mo tshekatshekong ya dikwalo le dipotsolotso. Thutopatlisiso e atlenegisitse, gareng ga tse dingwe, gore go nne le thutopatlisiso e nngwe ya nonofo ya katiso ya botsamaisi jwa ditšhelete malebana le go samagana le dikgwetlho tsa dipegelo tsa ditšhelete mo dikolong tsa setšhaba tsa Aforikaborwa gammogo le go bona gore a tlhatlhobo (go na le boruni) ya direkoto tsa ditšhelete le dikanego tsa ditšhelete tsa sekolo e sa ntse e tshwanetse go amogelesega / Ndzavisiso lowu wu lavisise hi makombandlela ya ndlela yo fanana yo endla xiviko xa swa timali leswi swi faneleke ku tirhisiwa hi va Tihuvo ta Vufambisi bya Swikolo eAfrika Dzonga ku nga South African School Governing Bodies (SGBs) ku lulamisela switatimende swa timali na tirhekhodo ta timali, leswi nga vangela leswaku ku va na mafambiselo yo ka ya nga fanani na ku va swilo swi nga pimanyiseki kahle eka switatimende swa timali eka swikolo swa Xiyenge 21. Muendli wa ndzavisiso u ve na xikongomelo xa ku endla xibumabumelo hi maendlelo na makombandlela lama ya faneleke ku tirhisiwa hi ti-SGB ta swikolo swa mfumo eAfrika Dzonga, loko swi lulamisa switatimende swa timali. Ndzavisiso wu endliwe hi ku landza fambiselo ra qualitative hi ku xopaxopa tidokumente, ku tlhela ku endliwa na mimburisano ya ti-interview na vanhu hi wun'we-wun'we. Makombandlela ya xifundzhankulu na switatimende swa timali swa swikolo swi xopaxopiwile. Ku endliwe mimburisano ya ti-interview na tinhloko ta swikolo (vaprinsipala), vaofisara va swa timali, vakamberi va swa timali (ti-odithara), vatameri va minkwama ya Tihuvo ta Vufambisi bya Swikolo (School Governing Body treasurers) xikan'we na vaofisara va tidistriki na vona ku endliwe mimburisano ya ti-interview na vona. Vokhoma-xiave va hlawuriwe hi ku tirhisa fambiselo ra sampuli ya xikongomelo ku nga purposive sampling method. Handle ko navisa vuyelo eka hinkwavo, vuyelo byi kume leswo makombandlela ya xifundzhankulu na switatimende swa timali eka swikolo swo karhi, a swi fanani. Ku hambana swi endla leswo ku nga vi na ku fambelana na ku pimanyiseka ka vutivi bya swa timali, na swona swi na vuyelo byo ka byi nga ri kahle na ku tshembeka eka vutivi bya swa timali. Vuyelo eka mimburisano ya ti-interview, hi ku seketeriwa hi ku hlayiwa ka matsalwa, swi kombise leswo ku na xilaveko xa makombandlela ya ku fanana hi ku landza ku lulamisiwa ka switatimende swa ta timali lomu swikoleni. Vunyingi bya ti-SGB byi endla na nkambelo kunene wa tirhekhodi ta timali na switatimende swa timali ku tlula ku lava leswo ku endliwa nxopanxopo lowu fambisanaka na ku xopaxopa vumbhoni bya swa matirhiselo ya timali ku nga auditing ya tibuku ta timali. Makombandlela lama ya bumabumeriwaka ya endliwe hi ku tirhisa vutivi lebyi nga kumeka eka ku hlayiwa ka matsalwa na data leyi nga kumeka hi ku xopaxopa tidokumente na mimburisano ya ti-interview. Ndzavisiso wu bumabumela, exikarhi ka swin'wana leswo ku endliwa ndzavisiso wun'wana hi ku tirheka ka vuleteri bya mafambiselo ya swa timali eka ku langutana na mintlhontlho leyi nga kona hi ku vika hi swa timali eswikolweni swa mfumo eAfrika Dzonga, no kumisisa leswo xana nkambelo kunene (ku nga ri nxopanxopo lowu xopaxopaku na vumbhoni ku nga auditing) ya tirhekhodo ta timali na switatimende swa timali swa ha fanela ku amukeriwa xana / College of Accounting Sciences / D. Phil. (Accounting Sciences)

Text in English with abstracts in English, Northern Sotho, Tshivenda and Xitsonga / The purpose of this study was to determine the self-reported competence of newly qualified professional nurses on the critical midwifery skills. The study was conducted in the four public hospitals designated for community service in Gauteng Province. A quantitative descriptive design was used with a structured self-report questionnaire as data collection instrument. Non-probability convenience sampling was used for the study. The sample size was eighty-four newly qualified professional nurses. The Stata 15 software was used for statistical analyses. The researcher used descriptive statistics to describe and synthesize the collected data. The findings revealed that most newly qualified professional nurses had no knowledge in identifying different types of decelerations, management of late and variable decelerations, but had knowledge in most of the skills related to management of third stage of labour. / Maikemišetšo a dinyakišišo tše e be e le go hwetša bokgoni bja go ipega ka nnoši bja baoki bao ba ithutetšego profešene ya booki ka go bokgoni bjo bohlokwa bja pelegišo. Dinyakišišo di dirilwe dipetleleng tše nne tša bohle tšeo di kgethetšwego tirelo ya setšhaba ka Profenseng ya Gauteng. Khwanthitheitif diskriptif disaene ‘Quantitative descriptive design’ e dirišitšwe gammogo le lenaneopotšišo leo le beakantšwego la go ipega ka nnoši ‘structured self-report questionnaire’ bjalo ka sedirišwa sa go kgoboketša bohlatsi. “Non-probability convenience sampling” e dirišitšwe mo go kgetheng banyakišišwa. Bogolo bja sešupo e be e le baoki ba masomeseswai-nne ba baswa bao ba ithutetšego profešene ya booki. “Stata 15 software” e dirišitšwe tshekatshekong ya dipalopalo. Monyakišiši o dirišitše dipalopalo tša tlhalošo ‘descriptive statistics’ go hlaloša le go kopanya ‘data’ yeo e kgobokeditšwego. Ditšweletšo di utollotše gore bontši ba baoki ba baswa bao ba ithutetšego profešene ya booki ga ba na le tsebo ya go hlatha mehuta yeo e fapanego ya diphokotšo, taolo ya diphokotšo tša morago le tša go fetoga, efela ba na le tsebo ka go bokgoni bjo bontši bjoo bo amanago le taolo ya kgato ya boraro ya lešoko. / Ndivho ya ngudo iyi yo vha u wanulusa nḓivho ya vhukoni ha iwe muṋe ya vhaongi vhaswa vha kha ḓi bvaho u phasa vhuongi uri vha na zwikili zwa ndeme zwa vhuongi vhubebisi u swika ngafhi. Ngudo iyi yo itwa kha zwibadela zwiṋa zwa muvhuso zwo ṋewaho u isa tshumelo zwitshavhani kha vunḓu ḽa Gauteng. Kha u kuvhanganya mafhungo muṱoḓisi o shumisa ngona ya u ṱalutshedza ya khwanthithethivi ho ṱanganyiswa na mbudziso dzo dzudzanyiwaho dzi bviselaho khagala kha iwe muṋe (structured self-report questionnaire). Vhunanguludzi ho shumiswaho kha ngudo iyi ho vha “Non-probability convenience”. Tshivhalo tsha vhashelamulenzhe vho nanguludzwaho tsho vha vhaongi vhaswa vha kha ḓibvaho u phasa vha fumalo ina. “The Stata 15 software” ndi tshishumiswa tsho shumiswaho kha u sengulusa mafhungo o kuvhanganywaho. Muṱoḓisisi o shumisa zwisiṱatisitika zwa u ṱalutshedza kha u ṱalutshedza na u dzudzanya mafhungo o kuvhanganyiwaho. Ngudo iyi yo bvisela khagala uri vhunzhi ha vhaongi vhaswa vha kha ḓi bvaho u phasa a vha na nḓivho ya u vhona tshaka dzo fhambanaho dza kurwele kwa mbilu ya ṅwana na u langa u lenga ha u rwa ha mbilu ya ṅwana zwo katela na u sa dzudzanyea fhethu huthihi ha kurwele kwa mbilu ya ṅwana, honeha vha na nḓivho ya zwikili zwi yelanaho na vhulanguli ha tshipiḓa tsha vhuraru tsha u beba. / Xikongomelo xa ndzavisiso lowu i ku kuma vuswikoti lebyi munhu a byi twisisaka hi vaongori lava ha ku thwaselaka tidyondzo ta vuongori eka swikili swa nkoka hi vusungukati. Ndzavisiso lowu wu endliwile eka swibedlhele swa mune swa mani na mani leswi yisaka vukorhokeri evanhwini eka Phurovhinsi ya Gauteng, laha ku tirhisiweke maendlelo ya tinhlayo lama hambanaka na swivutiso ku hlengeleta timhaka. Ku tirhisiwile xiphemu xo karhi xa vanhu ku kuma vuxokoxoko hi mayelano na vona hinkwavo. Xiphemu lexi tirhisiweke i xa nhlayo ya vaongori vo ringana makumenhungu-mune wa vaongori lawa ha ku thwaselaka tidyondzo ta vuongori. Ku tirhisiwile “stata software” ku hlela tinhlayo leti tirhisiweke. Mulavisisi u tirhisile tinhlayo, tinhlayonhlamuselo ku hlamusela no katsakanya mahungu lama a ma hlengeleteke. Leswi kumiweke swi paluxa leswaku vunyingi bya vaongori lava ha ku thwaselaka tidyondzo ta vuongori va hava vutivi byo hambanisa mabelo ya mbilu, ku hlawula ku hlwela no hambana ka mabelo ya mbilu, kambe va na vutivi eka swikili mayelana no lawula xiyimo xa vunharhu xo lumiwa. / Health Studies / M.A. (Nursing)

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)

Abstracts in English, Xhosa and Afrikaans / The South African Social Security Agency (SASSA) is the mechanism that enables service delivery to alleviate poverty in South Africa through the payment of social grants as mandated by the Social Security Agency Act No. 9 of 2004. The rapid increase of social grant beneficiaries in the past decade, fuelled by social inequality, directly affects the administration cost associated with social grants. This study aimed to investigate the allocation of indirect costs related to the administrative elements that makes it possible for SASSA to pay social grants. Semi-structured interviews were conducted; the study concluded that ABC (activity-based costing) could be implemented as an alternative to the traditional costing (TC) method on a pilot project basis. The study also recommended a framework for SASSA to consider in laying the foundation to start the process of ABC implementation. Drawing from the research conducted, further studies on the implementation of ABC principles within the public sector could be pursued. / Ejensi ya Vuhlayiseki bya Vanhu ya Afrika Dzonga ku nga South African Social Security Agency (SASSA) i ndlela leyi endlaka leswaku mphakelo wa vukorhokeri wu koteka ku hunguta vusweti eAfrika Dzonga hikwalaho ka ku hakeriwa ka timalimpfuneto ta vanhu (social grants) tanihileswi swi pfumeleriweke hi Nawu wa Social Security Agency Act 9 wa 2004. Ku ndlandlamuka ka vavuyeriwa va malimpfuneto ya vanhu swi khumbha hi ku kongomisa tihakelo ta vulawuri leti fambelanaka na timalimpfuneto ta vanhu. Dyondzo leyi yi kongomisiwile eka ku lavisisa mphakelo wa tihakelo to ka ti nga kongomisi leti fambelanaka na swiyenge swa vulawuri leswi endlaka leswaku SASSA yi kota ku hakela timalimpfuneto ta vanhu. Ku endliwe ti-semi-structured interview. Dyondzo yi kumile leswo ti-activity-based costing (ABC) ti nga tirhisiwa hi ndlela yo cincana na maendlelo ya vupimahakelo bya ntolovelo eka projeke ya nkarhinyana. Dyondzo yi bumabumerile leswaku ku anakanyiwa rimba ro nyika mianakanyo yo sungula maendlelo yo tirhisa ABC. / Die “South African Social Security Agency” (SASSA) verlig armoede in Suid-Afrika deur ingevolge die “Social Security Agency Act” 9 van 2004 sosiale toelaes te betaal. Die aansienlike toename in die aantal begunstigdes het ʼn uitwerking op die administrasiekoste van sosiale toelaes. Hierdie studie ondersoek die toewysing van indirekte koste ten opsigte van die administratiewe elemente wat SASSA in staat stel om sosiale toelaes te betaal. Halfgestruktureerde onderhoude is gevoer. In hierdie studie word tot die gevolgtrekking gekom dat aktiwiteitsgebaseerde kosteberekening (ABK) as ʼn alternatief vir en as ʼn proefprojek die tradisionele kosteberamingsmetode geïmplementeer kan word. ʼn Raamwerk word aanbeveel wat as ʼn grondslag kan dien vir die implementering van ABK. / College of Accounting Sciences / M. Phil. (Accounting Sciences)

Abstract in English, Tswana and Xitsonga / Education officers based at science centres and museums play a significant role in teaching the visiting learners science. However, little is known about their teaching practices at these centres. The purpose of this study was to investigate the teaching practices of education officers when teaching science in a science centre environment. The focus of this study was on the education officers’ knowledge and instructional strategies used in teaching science at a science centre in Pretoria, Gauteng province. A qualitative case study approach was used. Data was collected from the three participating education officers using semi-structured interviews and observations. Data was analysed separately from each case using education officers’ knowledge framework guidance. The findings from this study indicate that although education officers have shown an adequate content knowledge in teaching science at the science centre their teaching method was teacher-centred and non-interactive and show-and-tell strategies were more common amongst the education officers. The study also revealed that education officers did not use their resources/exhibits effectively in teaching science. It is recommended in this study that intensive training of education officers is required before they can interact with the visiting learners. / Baokamedi ba thuto ba kwa mafelong a maranyane le dimusiamo ba tshameka karolo e e botlhokwa mo go ruteng barutwana ba ba etileng dithuto tsa maranyane. Mme goitsiwe go le gonnye ka mekgwa e ba e dirisang kwa mafelong a. Morero wa thuto e ne e le go tlhatlhoba mekgwa ya baokamedi ba thuto fa ba ruta dithuto tsa maranyane mo tikologong ya lefelo la maranyane. Ntlhakgolo ya thuto e e ne e lebile kitso le mekgwa e e dirisiwang mo go ruteng maranyane mo lefelong la maranyane kwa Pretoria, porofensing ya Gauteng. Mokgwa wa boleng ba kgetsi thuta o dirisitswe. Tshedimosetso e tserwe mo baokameding ba thuto ba bararo ba ba neng ba tsere karolo ka mokgwa wa dipotsolotso tsa seka-kago le tebelelo. Tshedimosetso e tlhatlhobilwe kgetsi le kgetsi go dirisiwa kgakololo ya lenaneo la kitso ya baokamedi ba thuto. Dipitlhelelo tsa thuto e di supa gore le ga baokamedi ba thuto ba bontsha kitso e e lekaneng mo go ruteng maranyane kwa lefelong la dithuto tsa maranyane mekgwa ya bone ya go ruta e ne e lebagane bone gape e sena kamano mo go dimo ga moo mekgwa ya go buwa le go bontsha e ne e le tlwaelo gareng ga baokamedi ba thuto. Thuto e bontshitse gape gore baokamedi ba thuto ba ne ba sa dirisi didiriswa ka natlafalo mo go ruteng maranyane. Kgakololo go tswa mo thutong eno ke gore baokamedi ba thuto ba tlhoka katiso e e utlwalang pele ba ka kopana le baithuti ba ba etang. / Vadyondzisi lava kumekaka eka ndhawu ya science na museum va tlanga xiphemu xa nkoka swinene eku dyondziseni ka vadyondzi lava va endzelaka ndhawu leyi. Hambi swiri tano, i swi ntsongo leswi tivekaka hi madyondziselo ya science eka ndhawu leyi. Xikongomelo nkulu xa dyondzo leyi akuri ku lavisisa tindlela ta madyondziselo ya vadyondzisi loko va dyondzisa tidyondzo ta science endhawini leyi ya tidyondzo science. Dyondzo leyi ayi kongomisiwile eka vutivi na tindlela leti vadyondzisi va letelaka ha kona vadyondzi edhawini leyi ya science ePitori, eka Xifundzha nkulu xa Gauteng. Maendlelo ya qualitative case study ya tirhisiwile eka vulavisisi lebyi. Vuxokoxoko byi hlengeletiwile ku sukela eka vadyodzisi vanharhu va science hi ndlela ya mbulavurisano na vulangutisisi bya vukheta swinene. Vuxokoxoko lebyi byi hleriwile hi ku hambana hambana hi kuya hi vutivi bya vadyondzisi lava vanharhu. Hambi leswi vadyondzisi lava va nga kombisa vutivi byo ringanela no twisisa tidyondzo ta science eka ndhawu leyi, swi kumekile leswaku madyodziselo ya vona aya pfumeleli vadyondzi ku va teka xiphemu eku tirhiseni ka swikombiso na switirhisiwa swo pfuneta ku twisisa tidyondyo ta science. Vadyondzisi a va tirhisa ndlela yo vulavula no komba switithisiwa na swikombiso swo pfuneta tidyondzo leti ehandle ko pfumelela vana ku tirhisa swilo leswi swa science. Ku yisa emahlweni, swi kumekile leswaku vadyondzisi a va tirhisi switirhisiwa kumbe swikombiso swo va pfuneta eka dyondzo ya science hi ku hetiseka. Hi ku landzelela dyondzo leyi, ku tsundzuxiwa leswaku vadyondzisi va kuma dyondzo yo enta no enela ku suka eka va vutivi byo antswa va nga si nyikiwa mpfumelelo wo dyondzisa vana tidyondzo ta science. / Science and Technology Education / M. Ed. (Specialisation in Natural Science Education)

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

Abstract in English, Tsonga and Zulu / Mitlumbo ya mifambafambo ya le magondzweni i xin’wana xa miringeto (risks) yo biha ku tlula hinkwayo ya swifambo swa le gondzweni emisaveni hinkwayo, leswi yimelaka xiphiqo lexikulu xa swohanyaswin’we-ikhonomi ngopfu-ngopfu eka matiko lama ya ha hluvukaka tanihi Afrika-Dzonga. Ku va ku nyikiwa masungulo yo tiya ya xiikhonomi eka swiboho swa mbekiso ku tirhana na ntlhontlho lowu, i swa nkoka swinene ku hlela ndhurho wa mitlumbo leyi. Mipimanyeto leyi yi tirha tanihi nxopaxopo wa swinghenisiwa swa mbuyelo wa ndhurheriwo ku endlela ku kuma mphakelo wa switirhisiwa wo tirha kahle eka ku nghenelela eka ku tirhana na mitlhontlho leyi vangiwaka hi mitlumbano ya le magondzweni. Tiko ra Afrika-Dzonga a ri nga ri ku pfuxeteni ka mahungu ya mipimanyeto ya midurho ya mitlumbano ya le magondzweni nkarhi na nkarhi, naswona leyi a yi endliwa a yi tirhisa maendlelo lamo soriwa ngopfu yo languta nkoka wa vanhu (human capital). Hikwalaho, mipimanyeto leyi nga kona a yi nga ta va leyi tshembekaka eka ku kunguhata na ku pimaniseka na mipimanyeto ya matiko man’wana. Hi le ka ku landzelela vundzhaku lebyi laha dyondzo leyi yi nga tumbuluka na ku kombisa matirhiselo ya rimba ra ntirho wo katsa (hybrid) ku kambela ndhurho wa mitlumbo ya swifambo swa le magondzweni eAfrika-Dzonga. Rimba leri ri tirhisa endlelo ro kongomisa eka nkoka wa vanhu na ku pfumela ku hakela (willingness-to-pay), eka dyondzo yi ri yin’we. Mipimanyeto ya midurho ya nkoka wa vanhu ya laveka ku va yi pfuna eka ku kunguhata leswaku yi tlakusa swinenenene swihumesiwa swa rixaka, loko hala tlhelo mipimanyeto yo pfumela ku hakela yona yi ri yona yi fanelaka swinene eka ku pfuneta minghenelelo yo tlakusa nhlayiseko wa vanhu hi ku hunguta ku vaviseka na ku fa. Endlelo ro pfumela ku hakela ri tirhisa maendlelo ya swo ka swi nga ri swa makete (contingent valuation) na ya maendlelo yo langa (preference). Khwexinere yo valanga leyi a yi ri na maendlelo yo ka ya nga ri ya swa makete na swilangiwa leswi a swi boxiwile, yi tirhisiwile hi magoza mambirhi ku sampula vaanguri va 273 eka ntirho wa swo tleketla. Eka mhaka ya endlelo ro kongomisa eka nkoka wa vanhu, mipimanyeto ya ndhurho eka xiviko xa 2016 xa Cost of Crashes in South Africa yi hundzuluxiwile hi ku katsa inifulexini, ku tirhisiwa mpimo wa 2017 wa 5.3% ku kuma mipimanyeto ya ndhurho ya 2017. Dyondzo leyi yi paluxile leswaku endlelo ro kongomisa eka nkoka wa vanhu ri kayiveta ku vona ndhurho wa mitlumbo ya le magondzweni. Dyondzo leyi yi hoxa xandla eka ntsengo wa vutivi hi ku tirhisa endlelo ro languta nkoka wa vanhu na endlelo ro pfumela ku hakela eka dyondzo yi ri yin’we ku kombisa ntirhiseko wa endlelo leri ra nkatso (hybrid)/nhlanganiso eka xiyimo xa Afrika-Dzonga. Ndzavisiso wa nkarhi lowu taka wu fanele ku engeta dyondzo leyi hi sampulu leyi humaka eka swifundzakulu hinkwaswo swa nkaye swa Afrika-Dzonga, leswaku mipimanyeto ya ndhurho yi yimela vanhu va tiko hinkwaro. / Road traffic crashes are one of the worst risks of road mobility worldwide, representing a huge socio-economic problem particularly in developing countries such as South Africa. In order to provide a sound economic basis for investment decisions to address this challenge, it is critical to assess the cost of these crashes. These estimates serve cost-benefit analysis inputs to facilitate a more efficient resources allocation for interventions to address the challenge posed by road crashes. South Africa has not been updating crash cost estimates on a regular basis, and those that were conducted used the much criticised human capital approach. Therefore, the available estimates could not be relied upon for planning purposes and comparison with the estimates of other countries. It is against this background that this study developed and illustrated the application of a hybrid framework for assessing the cost of road traffic crashes in South Africa. The framework uses the human capital approach and the willingness-to-pay approach in one study. Human capital approach cost estimates are needed to inform planning to maximize the national output, while the willingness-to-pay estimates are more suitable when the main concern is to inform interventions to increase social welfare by reducing injuries and fatalities. The willingness-to-pay approach uses the contingent valuation and the stated preference methods. A survey questionnaire with contingent valuation and stated preference questions was administered in two phases to a sample of 273 respondents within the transport industry. For the human capital approach, the cost estimates in the 2016 Cost of Crashes in South Africa report were adjusted for inflation using the 2017 rate of 5.3% to obtain 2017 cost estimates. This study revealed that the human capital approach underestimates the cost of road crashes. The study contributes to the body of knowledge by using the human capital approach and the willingness-to-pay approach in one study to illustrate the applicability of this hybrid/ combination within the South African context. Future research needs to replicate this study on a sample drawn from all nine provinces of South Africa, so that the cost estimates are representative of the country’s population. / Ukuphazamiseka komgwaqo kungenye yezingozi ezimbi kakhulu zokuhamba komgwaqo emhlabeni jikelele, ezimele inkinga enkulu yenhlalo nezomnotho ikakhulukazi emazweni asathuthuka njengeNingizimu Afrika. Ukuze unikeze isisekelo sezomnotho esizwakalayo ezinqumeni zokutshala izimali ukubhekana nale nselele, kubalulekile ukuhlola izindleko zalezi zingozi. Lezi zilinganiso zisebenza njengeziphakamiso zokuhlaziywa kwezindleko zokuhlomula ukuze kube lula ukunikezwa kwezinsiza ezenzelwe ukuxazulula inselele ebangelwa ukuphazamiseka komgwaqo. INingizimu Afrika ayizange ibuyekeze ukulinganisa izindleko zezingozi njalo, futhi lezo ezenziwa zisebenzise indlela enkulu yokugxeka ukusebenzisa abantu. Ngakho-ke, izilinganiso ezitholakalayo azikwazanga ukuthenjelwa kuzona ngezinjongo zokuhlela nokuqhathaniswa nezilinganiso zamanye amazwe. Lokhu kuphikisana nalesi sigaba ukuthi lolu cwaningo lusungulwe futhi luboniswe ukusetshenziswa kohlaka oluxubile lokuhlola izindleko zokuphazamiseka komgwaqo eNingizimu Afrika. Uhlaka lusebenzisa indlela yokusebenzisa abantu kanye nendlela yokuzimisela-ukukhokha ocwaningweni olulodwa. Ukulinganiselwa kwezindleko zokusebenzisa abantu kuyadingeka ukuze kwaziswe ukuhlela ukwandisa umkhiqizo kazwelonke, kanti ukulinganiselwa kokuzimisela-ukukhokhela kukulungele kakhulu ukwazisa ukungenelela ukwandisa inhlalakahle yomphakathi ngokunciphisa ukulimala nokubulawa kwabantu. Indlela yokuzimisela-ukukhokha isebenzisa ukuhlaziywa kwesilinganiso kanye nezindlela okukhethwa ngazo. Imibuzo yokuhlola ngokuhlaziywa kwesilinganiso kanye nemibuzo ekhethwe ngayo yenziwa ngezigaba ezimbili embonakalisweni yabaphendulile abangama-273 embonini yezokuthutha. Ngokwendlela yokusebenzisa abantu, izindleko ezilinganiselwa ku-2016 Izindleko Zokushayisana eNingizimu Afrika kubikwa ukuthi zalungiselwa ukwenyuka kwamandla emali, kusetshenziswa isilinganiso sango-2017 esingu-5.3% ukuthola izindleko zango-2017. Lolu cwaningo luveze ukuthi indlela yokusebenzisa abantu ithatha kancane izindleko zokuphazamiseka komgwaqo. Ucwaningo lunomthelela emzimbeni wolwazi ngokusebenzisa indlela yokusebenzisa abantu kanye nendlela yokuzimisela-ukukhokha ocwaningweni olulodwa ukukhombisa ukufaneleka kwalesi sivumelwano / inhlanganisela ngaphakathi komongo waseNingizimu Afrika. Ucwaningo lwesikhathi esizayo ludinga ukuphindaphinda lolu cwaningo embonakalisweni othathwe kuzo zonke izifundazwe eziyisishiyagalolunye zaseNingizimu Afrika, ukuze ukulinganiswa kwezindleko kummele abantu bezwe / Business Management / D. Phil. (Management Studies)