This study was encouraged by the fact that the theoretical terrain of ethics in public administration and management posits that, despite the existence of a code of conduct that regulates the conduct of municipal functionaries and councillors at local government sphere, the ethics in practice in general are still illusive. All this revolves around the main guiding research objective for this study which was to examine the reception of a code of conduct by municipal functionaries and councillors at the Capricorn District Municipality in the Limpopo Province. In exploring the main question of this study, the researcher developed an understanding of the concept ethics in Public Administration by selecting ethics theories namely: consequentialism, deontology and virtue theories. From the lesson learnt, it is evident that throwing around charges about which theory is truly ethical and which one should be followed or should guide municipal functionaries and councillors in making policy decisions is pointless. There is no ethical system which appeals to all people, or even to the same person in different situations. It is undoubtedly the case that consequentialists, deontologists and those who stand by virtue theories can each be sincere in believing their system embodies goodness and morality. The formulation of the Code of Conduct for the South African local government indicates the commitment of the South African government to enhancing ethical conduct. This Code contains a uniform set of ethical guidelines and applications for use throughout local government. It is also clear that the Code of Conduct has been drafted so as to be as clear as possible, but a detailed standard of conduct and disciplinary measures are not provided. This is a great challenge as it poses concerns about the accountability of municipal functionaries and councillors, and about how disciplinary measures on unethical conduct of politicians and officials should be handled. Chapter 3 forms an understanding of how culture, religion and language have ethical significance for community and tradition particularly when municipal functionaries and councillors make decisions. The promotion of an appropriate local government culture posits that, in order for a municipal manager and a mayor to make better decisions, they must take the need to understand the diversity of the local government into consideration. The most important point to be drawn from chapter 4 is that, besides legal instructions, the nature and influence of human behaviour through leadership and ethics infrastructure such as appointing an ethics officer and using whistle blowing as a system to enhance ethical conduct is important. In outlining the statutory and regulatory framework that directs public officials and politicians’ ethical conduct in South Africa, it was identified that South Africa is highly conscious of differences between individuals; therefore it is unlikely that legislation and current initiatives will suffice to enforce ethical behaviour among public officials, councillors and municipal functionaries. Another finding of this study is that the only official document available as the Code of Conduct for local government can be found in the Local Government Municipal Systems Act 32 of 2000 in Schedule 1 and 2, and also in the Local Government Municipal Structures Act 117 of 1998 in Schedule 5. This finding is an indicative that South African local government does not have an official Code of Conduct as a separate document for ethical conduct. Following this finding, the recommendation is therefore that a separate document should be designed, formulated and emphasised. / Public Administration and Management / D. Litt. et Phil. (Public Administration)

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

The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)

This study focuses on the contribution of induction programmes to the teaching potential of beginner teachers at primary schools in the Ilembe District. Based on convenience in terms of accessibility and purposeful sampling, four primary schools were selected with eight novice teachers (two from each selected school) and four members of the school management team (one from each selected school) acting as participants. Using individual interviewing, beginner teachers and members of school management teams narrated their perceptions on the value of induction programmes for beginner teachers in order to improve beginner teachers’ teaching competency. Findings revealed that none of the sampled schools had a formalised induction programme offered to beginner teachers. Beginner teachers felt overwhelmed and challenged with real classroom situations whereas members of the school management teams acknowledged the need for beginner teachers to be capacitated with hands-on knowledge and skills to teach effectively within the specific classroom context. / Educational Management and Leadership / M. Ed. (Educational management and Leadership)

The study was aimed at exploring and describing factors that influence the delay in reporting for labour by women in Mopani District and to evaluate the impact of the delay in the process and outcome of labour and to develop recommendations to address the contributory factors. The study was conducted at a regional hospital in the Mopani District. A qualitative descriptive research design was used for the participants to describe the factors that delays pregnant woman in reporting for labour in the regional hospital. A non-probability sampling design was used in the study. Data were collected through unstructured one-on-one interview. Thirteen (n=13) pregnant women who delayed reporting for labour in the regional hospital at Mopani District participated in the interviews. Data were collected and analysed through the use of content analysis approach. Seven themes developed from the findings leading to the establishment of the following recommendations including the use of theory as support system, making the availability of resources a priority, increasing capacity of all clinics to offer skilled birth, expansion of Mom-Connect into rural areas, establishment of MWHs in the rural areas, and increasing transportation such as ambulances. / Health Studies / M.A. (Nursing science)

This study was interested in investigating the factors contributing to low completion rates at a TVET college in the North-West Province. There is not much research conducted on the low completion rates at TVET Colleges in South Africa. The study sought to explore the understanding of completion rates at TVET Colleges, the current completion rates and the causes and the strategies that might be employed to increase the completion rates. Qualitative methodology was used to collect data, using semi-structured interviews for all the focus group interviews. Collected data were transcribed, interpreted, analysed and the findings were presented. The study revealed that factors contributing to the low completion rates are finance and management issues, staff problems, policy factors, socio-economic factors and students’ personal factors that require attention in order to increase the completion rates. These include lecturer qualifications, student funding, inadequate infrastructure, drug and substance abuse, involvement of stakeholders and lack of adherence to policies. The study recommends proper administration of students’ bursaries, effective Quality Management System (QMS), lecturer development, adequate infrastructure and efficient policies to be implemented. The study might draw the attention of the DHET, the college management and other stakeholders in order to come up with interventions to remedy the low completion rates at TVET Colleges. / Educational Management and Leadership / M. Ed. (Educational Management)

The main purpose of the study was to develop a cognitive model to motivate principals in the Mpumalanga Province, particularly in the Bohlabela District. That was done firstly by identifying and explaining main factors affecting motivation of principals, and later developed a cognitive model of motivation from such factors. The study used the interpretative approach, particularly constructive-interpretative paradigm to collect and analyse principals’ subjective, but accurate accounts of their views, feelings, perceptions and experiences regarding the factors they had found motivating or de-motivating. A case study method was used as the main design method and was implemented through purposive sampling to identify information-rich participants. Semi-structured interviews were employed as the main data collection technique and the data obtained were confirmed, corroborated and augmented by observational field notes and documents analysis, particularly during data analysis. The researcher segmented and coded the data inductively into two main themes, which served as the main empirical research findings. Such findings indicated that motivation is influenced by both cognitive and systemic factors. It is recommended that setting difficult, but specific intrinsic outcomes and consciously employing cognitive abilities to pursue them, might improve motivation. Furthermore, full personal responsibility should be taken regarding the attainment of such intrinsic outcomes. / Educational Leadership and Management / D. Ed. (Education Management)

Magister Economicae - MEcon / When looking at South African land policy, one would agree there is a clear commitment to ensuring land ownership for the previously disadvantaged. South Africa’s 1996 Constitution is widely regarded as among the most progressive in the world in terms of its emphasis on human, social and economic rights. Despite this, many South Africans desiring land ownership and access through land redistribution instruments, generally struggle to do so. This study is a mixed-method study, through its survey and interviews, calls into question the criteria used for land redistribution in South Africa. Furthermore, it makes a case why landlessness should be prioritised in the allocation criteria. Because of its interest in livelihoods and capital asset framework of the poor, the study’s basic points have caused us to explain the meaning of landlessness using the Sustainable Livelihoods Framework. However, the study believes the Sustainable Livelihoods Framework is not adequate to conceptualise landlessness; therefore, it comes up with a new conceptual framework to landlessness that is rooted in the Sustainable Livelihoods Framework The study uses Fezile Dabi District Municipality as a case study and, as a result, this process has now created an opportunity for the study to identify the broad typologies of landlessness which exist within the municipality. The thesis believes that considered holistically, the social and economic (tangible and intangible) assets of the rural poor will ensure that the land redistribution leg of South African land reform will achieve its main objective which is poverty alleviation.

Thesis (MBA.) -- University of Limpopo, 2021 / Agriculture is an important sector that promotes food security in every country, and it contributes significantly to the economy of South Africa. There will be no food or clothing if agriculture does not exist. Agriculture accounts for 2.2% of Limpopo Province's economy. According to studies, it also contributed a large proportion to job creation. South Africa exports some of its produce to other countries, increasing the country's export level and, as a result, the Gross Domestic Product (GDP). Therefore, there is a need to adapt to new ways of conducting agriculture in order to operate it as a profitable business. Agripreneurship, as entrepreneurship in agriculture, encompasses both primary and secondary agriculture. Ploughing, farming, and mixed agriculture are examples of primary agricultural activities, while secondary agricultural activities include agro-processing and tertiary agricultural business such as agricultural marketing and agro-transportation. The study examines the role of youth in agripreneurship in creating employment opportunities in the Sekhukhune District Municipality. The unemployment rate in the Sekhukhune region and in South Africa is rising. This is a significant concern for the government; thus, the study examines the extent to which agripreneurship can help to reduce or alleviate unemployment. The challenges that youth in agripreneurship face in creating employment through agripreneurship, as well as the benefits, are also investigated. The qualitative research method was used to investigate youth perceptions of agripreneurship and the role of youth in agripreneurship in creating employment. Since the study's target population was small, census sampling was used; that is, fifteen (15) agripreneurs within the boundaries of the Sekhukhune District. This study reports on the findings of the study about the role of youth agripreneurship in job creation and the perception of youth towards agripreneurship in Sekhukhune District, Limpopo. The study discovered that youth engaged in agripreneurship in the Sekhukhune District Municipality played a substantial role in creating employment ranging from casual to permanent, and that youth perceived agripreneurship to have high employment prospects. The study also revealed challenges associated with youth in agripreneurship, such as a lack of capital, market, and extension officer support, as well as environmental factors such as storms.

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