The purpose of the study was to determine professional nurses’ knowledge of culture- competent care at selected medical and oncology wards and outpatient departments in Mopani District, Limpopo Province. A quantitative descriptive design was used and data collected from one hundred and five professional nurses by means of a structured questionnaire. The study found that cultural knowledge needs to be nurtured through continuing education and mentoring and that culture-competent care should be included in the curriculum. Furthermore, cultural knowledge is not effective if there is no correlation of theory and practice and early clinical placement of student nurses during their basic training / Health Studies / M. A. (Health Studies)

The majority of people in the mining areas in Limpopo, South Africa, depend on agriculture to sustain their livelihoods; however, the mines have also become important because they create better employment opportunities. The purpose of the study was to analyse the impact of mining on agriculture and socio-economic aspects in the rural communities of the Greater Tubatse Local Municipality. The objectives were to profile the socio-demographic characteristics of the community members surrounding a chrome mine; to determine the impact of mining activities on agricultural production (crop and livestock production); to determine factors influencing farmers’ perceived impact of mining activities on agricultural production; and to ascertain the socio-economic (natural capital, financial capital, social capital, human capital, physical capital) impact of mining activities on the local communities. A quantitative research approach was used to conduct the study using a survey design. Six villages surrounding a chrome mine in the Greater Tubatse Local Municipality in Limpopo participated in the study. Stratified and random sampling approaches were used to select participants from each village to constitute a sample of 347. A total of 347 survey questionnaires were administered through face-to-face interviews but only 309 were correctly and fully completed. SPSS version 24 was used to analyse the data. The data were analysed using descriptive statistics, the ordered logistic regression model, Wilcoxon signed ranks test and binomial test. The majority (50.8%) of the respondents were male. Sepedi was the most spoken language (97.7%). Most (63.3%) of the respondents were in the age range of 18-30, and 76.4% were single in terms of marital status. A large proportion of the respondents (70.6%) could read and write because they had secondary education. Land ownership findings show that more than half (58.1%) of the respondents had farm plot sizes between 4.6 and 10.5 ha. Average farm plot size was 4.1 ha, and only a few (1.3%) of the plots were above 9 ha. The average family size was about 7 people (actual 6.7). A large proportion (77.7%) of the respondents were dependent on government social grants (pensioners, disability and orphans) as the main source of income. Regarding the impact of mines on agriculture, the study found that in general, the mines did not have a negative impact on the production of livestock and crops, except for donkeys and groundnuts, which were negatively affected. In addition, the findings also show that a large proportion (92.6%) of the respondents lost their agricultural land (mainly grazing land) because of increased mining activities, although the loss of land did not affect production. With regard to the socioeconomic impact of mining activities on the surrounding communities, the study found that the mines had a negative impact on natural capital, physical capital, financial capital and social capital. However, the impact on human capital was positive. It is recommended that mining companies in the study area provide the necessary support to improve the socioeconomic status of the rural communities surrounding the mines in Greater Tubatse Local Municipality. / Agriculture, Animal Health and Human Ecology / M. Sc. (Agriculture)

In South Africa, the issue of learners reading below their grade level is of great concern. In order to overcome this problem, the Department of Education made it possible that learners be taught to read early in Grade 1. However, despite the learners being taught to learn to read at an early stage, numerous studies have revealed that most of the learners, including those in Grade 3, are still experiencing reading problems. The purpose of this study is to explore how Grade 3 teachers support learners who experience reading problems in Full-service schools. Full-service schools are mainstream schools that were transformed to attend to the underlying inclusive principles and to provide quality education to all learners. In this study, a qualitative approach was used to collect data at the Tshwane North District in the Gauteng Province. The interview questions were piloted with one of the Grade 3 class teachers from a neighbouring full-service school. Then after the pilot study, eleven Grade 3 class teachers and six Learner Support Teachers from three identified full-service schools were interviewed and observed in their classroom while supporting learners experiencing reading problems. The documents that they used were also analysed. To analyse the empirical data an inductive approach and the method for analysing data suggested by Creswell (2000) was followed. The findings revealed that teachers who participated in this study followed a more prescriptive approach of supporting learners who were experiencing reading problems. Furthermore, the findings revealed they used different reading strategies and reading methods even though there were some challenges that hampered the implementation of the support. The issue of differentiating and adapting the reading support to suit the diverse reading needs of learners arose from the study. This was due to the fact that most of the teachers were not trained to adapt the reading support based on the reading needs of the learners. Based on the findings, recommendations were made, and guidelines to draw up an effective reading support based on an integrated approach for Grade 3 learners who experience reading problems in full-service schools was developed. The guidelines combined two theories that underpinned the study, namely, Bronfenbrenner’s ecological systems theory and Vygotsky’s sociocultural theory. The researcher concluded that learners’ improvement in terms of their reading abilities relies on how teachers provided support to them. Hence it is important for teachers to be equipped with sufficient skills and knowledge to provide individualised reading support to learners experiencing reading problems. / Inclusive Education / Ph. D. (Inclusive Education)

The funding regimens of Higher education institutions (HEIs) present a challenge to every institution. It is expected that students who are selected to register for degrees or diplomas must be successful and obtain their qualifications in the minimum time required to ensure optimum subsidy for the institution. The throughput rates in higher education institutions remains of serious concern and emphasis on the selection criteria or prerequisites to enter a specific programme might be a possible factor in the throughput rates of students. The aim of this study was to identify and describe whether basic nursing students who passed Grade 12 Biology, currently referred to as Life Science, with at least 50% was a factor in the successful completion of the Biological and Natural Science module (BNS 100) in their first year. A quantitative research study was conducted in one government nursing college, Gauteng province in Tshwane region in South Africa. A checklist was used to collect data from the 2014 first-year student records and a questionnaire was used to collect data from the 2015 second-year students. No sampling was done since all the 2014 first-year students’ admission records were accessed for data collection and all the available second-year students of 2015 were invited to participate. The findings revealed that background knowledge of Grade 12 Life Science and English language proficiency could be associated with the academic performance in the BNS100 module of the basic nursing students. The findings might be used to make recommendations for possible prerequisites for entry into a nursing programme as well as to support students’ education and training to ensure a reduction in student attrition rates and improve the shortage of nurses. The findings motivated the researcher to recommend that the college under study, and other HIEs with similar concerns and student profiles should revise the selection and recruitment criteria for students to enter the basic nursing programme. This might contribute to selecting the correct prospective candidates who would have a better chance of completing their basic training in the four-year time as the expected period to complete the programme. / Health Studies / M.A. (Health Studies)

South Africa is ranked as one of the most mega-biodiverse countries in the world. But as the country faces poverty, unemployment and income inequalities, it is a mammoth task to develop, sustainably use and appreciate this natural capital. Thus, South Africa must find ways to ensure a balance between conservation of biodiversity and the achievement of socio- economic development. But when land is set aside for conservation, in most cases, local communities are on the receiving end of the decision making, with little to no opportunity to be involved. The Colbyn Valley Wetland is different, however. The site provides invaluable ecosystem goods and services to the local residents, as well as being an integral part of the Hartbeesspruit catchment and Roodeplaat dam. It has a history of sustained attempts to convert the site into housing estates, shopping centres or car parking. These attempts have met with unrelenting resistance by the local residents. Contrary to the experiences of other communities in South Africa, Colbyn Valley residents have elected to work together with other stakeholders to ensure the protection of this site. This study documents the processes that the residents undertook to protect the wetland. In this regard, local authorities can learn how to leverage stakeholder engagement to protect other sites. Importantly, the study found that the various stakeholders involved in the preservation of the Colbyn Valley Wetland were driven by different but interwoven interests. Thus, different interests need to be taken into consideration before protected areas adjacent to communities can be proclaimed. For example, the primary stakeholders - local residents who initiated the call to protect the Colbyn Valley Wetland – hold strong beliefs that the wetland must be preserved for ecosystem goods and services that it provides. Secondary stakeholders – the provincial government departments responsible for the management and protection of ecosystems – only acted when pressured by the local residents, despite their legal obligations to protect the site (as it carries so much value to the water provision of the city). The tertiary stakeholders – various voluntary institutions and people – elected to support the conservation effort due to the manner in which the local residents organised themselves and developed a vision for the site. / Environmental Sciences / M. Sc. (Environmental Science)

Tension between school principals and school governing bodies arises despite a clear demarcation in the South African Schools Act 84 of 1996 of the powers and responsibilities of school governing bodies. The aim of this study was to devise tension management strategies that can be used to manage tension between the principal and school governing body in three selected schools in Nkomazi West Circuit. A qualitative research approach was followed, and a multiple case study research design was employed. Multiple data-collection methods, namely, a literature study, in-depth interviews, qualitative questionnaires, a focus group discussion and observations, were employed, to ensure validity of the data through triangulation. The findings of the study revealed that the main sources of tension are the overlapping roles of governance and management, role uncertainty and blurring of responsibilities and the perceived high “illiteracy” rate among parent governors. Tension management strategies, tailor-made to each school, were developed. The new and innovative tension management strategies were related to the sources of tension present in each school. / Educational Leadership and Management / D. Ed. (Education Management)

Like other countries globally, South Africa has embraced inclusive education as a reform that supports and welcomes diversity among all learners. Inclusive education is a process of addressing the diverse learning needs of all learners by reducing barriers to and within the learning environment, as well as to increase their full participation in the learning process. In every classroom, there are learners who present with a diversity of personal characteristics and experiences attributable to physical, personal health or wellbeing, intellectual, psychological, religious, cultural, socio-economic or life experiences that may impact on their access to and participation in learning. It is important to respect the learners’ diversity in order to respond to the unique strengths and needs of every individual learner. The problem is that the pathological-deficit model seems to play a dominant role in teaching and learning, whereby learners who experience barriers to learning and development are not given opportunity to participate fully in learning. The purpose of this study is to enhance productive pedagogies to shift from pathological-deficit model which approaches learners based upon the perceptions of their weaknesses rather than their strengths and views those learners’ differences as deficits. The theoretical framework of critical pedagogy and social constructivism provided an extensive platform from which to engage with the study. A mixed methods study was conducted in two phases. Both phases were conducted at the Bojanala district in the North West Province. Phase one comprised a qualitative approach where focus groups and individual interviews were conducted with SBSTs and principals. Phase two comprised the quantitative approach where all teachers at the selected schools completed a questionnaire. A sequential mixed methods sampling was used with a multilevel purposive sample for choosing the schools. In both phases data were gathered from mainstream, full-service and special schools’ SBST, principals and all teachers selected by purposive and probability sampling respectively. The findings from the qualitative phase revealed that some schools are fully resourced to address diversity and respond to diverse learning needs of all learners. It is further revealed that inclusive practices are effectively implemented at those schools. It was also revealed that some schools were under-resourced to address barriers to learning and to respond to learners’ diverse needs. The SBST from the mentioned schools were not functional because they were not trained on their roles and responsibilities as support structures at their respective schools. Furthermore, several factors were identified as challenges in implementing inclusive practices and responding to diverse learning needs, and these are: limited teaching and learning time, overcrowding, lack of support from the District-based Support Team (DBST), insufficient knowledge and skills on addressing diversity and barriers to learning, lack of parental involvement and inadequate learner progression policy. The questionnaire findings indicated that some teachers did not have knowledge and skills on inclusive practices, did not attend inclusive education workshops and that there is a need for an extensive continuous professional teacher development programme for such teachers. Based on the findings of the empirical inquiry, recommendations are made to enhance productive pedagogies, improve inclusive practice and a call is made for extensive continuous professional teacher development where teachers can talk and share ideas about different approaches and strategies on how they can adjust their pedagogies, respond to diverse learning needs of all learners and get learners involved in learning. / Inclusive Education / D. Ed. (Inclusive Education)

Text in English / Lack of knowledge and skills among health care providers for provision of integrated TB/HIV activities for better health outcomes for co-infected patients is a public health concern. A qualitative, non-experimental, explorative and descriptive research design based on the phenomenological philosophical tradition by Heidegger to broaden hermeneutics was conducted. The study was conducted at Mopani district to explore and describe the experiences of eligible nurse managers relating to the implementation of the TB/HIV activities at management level. A purposive sample of 14 participants was recruited and consent form obtained. An unstructured interview guide, with a grand tour question, was used to conduct face to face individual interviews. Tesch’s method of analysis was employed until two themes, five categories and ten subcategories emerged from the data. The major findings were on challenges experienced by nurse mangers such as shortage of resources, poor planning, lack of support by management and patient related challenges. Recommendations were based on the findings to encourage staff retention strategies, adequate funding for TB control programs, support by management, co-joint planning, team work and effective tracing strategies. / Health Studies / M.A. (Health Studies)

The primary objective of this study was to explore the effect of financial management training on task performance of selected School Governing Bodies (SGBs) in the JS Skenjana Circuit, Dutywa District in the Eastern Cape Province. The study looked at the extent to which financial management training assisted the SGBs in performing their roles and responsibilities effectively. A qualitative research was employed to gain a deeper understanding of the experiences of the members of the SGBs regarding the effects of financial management training on their task performance. Data were collected through in-depth interviews, focus group discussions and secondary documents. Respondents were members of the finance committee of the SGBs. The findings of the study show that training offered by the Department of Education (DoE) was inadequate and did not equip the SGBs adequately to manage school funds efficiently and effectively. Members of the SGB did not clearly understand their roles and responsibilities, including the legal framework regulating the management of school finances. This study recommends that the content of training offered to the SGBs should be reviewed to ensure its alignment with the context, roles and responsibilities of this important body. The DoE should use qualified trainers/facilitators and should also provide constant monitoring and support to SGBs. Further, the DoE should provide schools with mentors to support them on the management of finances. The DoE should develop a procurement management system that is evaluated at the level of a circuit and further ensure that all schools have functional procurement committees. Twinning of schools should also be considered to promote partnership and collaboration among schools. This should be done to increase financial prudence and overall school performance. The DoE should develop a financial assessment plan and remedial programmes, to assist schools that are not performing well in the management of finances. / Business Management / M. Com. (Business Management)

The purpose of this research was to investigate the level of food safety knowledge, attitudes and food handling practices of employees in hospitals in the Capricorn District Municipality (CDM), Limpopo Province, South Africa. Purposeful sampling was followed to sample 210 respondents from nine hospitals in CDM. Respondents were individuals who are 18 years or more, employed in these hospitals and are involved in the food handling duties. Data collection was done by means of questionnaires and interviews. The results showed that 99% and 70% of the food handlers are black females and are health care staffs. Up to 71% have not attended any food safety-training course. Many food handlers are not knowledgeable about HACCP and the correct temperature and duration for receiving and storing temperature controlled for safety (TCS) foods respectively. The vast majority of food handlers are not knowledgeable on minimum internal cooking temperature for poultry, seafood, egg and the best way of thawing of frozen meat. The majority of food handlers do not know that Salmonella is the main foodborne bacteria pathogen mostly associated with poultry products and that food borne bacteria will grow quickly in food at a temperature of 37 ˚C. The majority of food handlers possess adequate food safety knowledge regarding the safe food handling practices and the prevention of contamination. Respondents with higher academic qualifications do not possess more food safety knowledge than those with lower academic qualifications. Food handlers who are health care staff have less food safety knowledge when compared to food service managers, food service supervisors and chefs. / Business Management / M.A. (Consumer Science)