Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Since the beginning of the HIV epidemic in the early 1980s, men who have sex with men (MSM) have been disproportionately affected by the virus. Sex between men is the main route of transmission of HIV in some parts of the world. In some other places it is a secondary route of transmission. Worldwide, MSM are classified as most-at-risk populations because of their higher risk of HIV transmission. Although sex between men occurs in most societies, its existence, importance in HIV prevention are frequently denied. Often, these men are neglected in HIV prevention interventions. Sexual acts between men have often been condemned and sometimes criminalized. In some countries, penalties for those accused of sexual acts between men are among the severest available. Elsewhere, even where same-sex behaviour is not illegal, there is frequently unofficial persecution by the authorities or discrimination against or stigmatisation of those men known or thought to be having sexual relations with other men. For these reasons, in many parts of the world, sex between men is hidden or secretive. This makes an assessment of its extent, and of the various types of sexual acts that occur, even more difficult. As a result of being neglected, there has been generally lack of research and services directed towards MSM. In sub-Saharan Africa, for instance, it was only over 10 years ago, in 2001, when the first behavioural survey among MSM was conducted. However, few countries have conducted such studies and MSM’s specific health needs, especially for HIV prevention, are still not being met. In most countries, like Swaziland, the HIV prevalence is still generalized. Although Swaziland bears the burden the highest HIV prevalence in the world at 26% for the age group 15-49 (UNAIDS, 2010), interventions to MSM and other most-at-risk populations are limited. The study’s main aim was to identify the prevention needs of MSM in Swaziland. A total of 50 MSM were interviewed in order to find information. In addition, five key informants who were managers of HIV prevention programmes were also interviewed. It was established that there is a gap between the MSM’s needs and the interventions currently available. There were factors that put MSM at risk for HIV infection that were identified by the study. It was established that some of the HIV prevention did not meet the specific needs and expectations of MSM. Knowledge on some HIV risk behaviours and some prevention strategies targeting MSM was limited. / AFRIKAANSE OPSOMMING: Sedert die begin van die MIV-epidemie in die vroeë 1980's, het die mans wat seks het met mans (MSM) is buite verhouding beïnvloed deur die virus. Seks tussen mans is die belangrikste roete van die oordrag van MIV in sommige dele van die wêreld. In sommige ander plekke is dit is 'n sekondêre roete van oordrag. Wêreldwyd, MSM word geklassifiseer as die meeste-at-Risk bevolking as gevolg van hul hoër risiko van MIV-oordrag. Alhoewel seks tussen mans in die meeste samelewings voorkom, word dikwels sy bestaan, belang in MIV-voorkoming geweier. Dikwels word hierdie manne verwaarloos in MIV-voorkoming intervensies. Seksuele dade tussen mans dikwels veroordeel en soms gekriminaliseer. In sommige lande, strawwe vir diegene wat beskuldig word van seksuele dade tussen mans is onder die ergste beskikbaar. Elders, selfs waar van dieselfde geslag gedrag nie onwettig is nie, is daar dikwels nie-amptelike vervolging deur die owerhede of diskriminasie of stigmatisering van daardie manne wat bekend is of gedink word om seksuele verhoudings met ander mans. Vir hierdie redes, seks tussen mans, in baie dele van die wêreld is verborge of geheimsinnig. Dit maak 'n assessering van die omvang, en van die verskillende tipes van seksuele dade wat plaasvind, nog moeiliker. As 'n gevolg van verwaarloos, is daar gewoonlik gebrek aan navorsing en dienste gerig op MSM. In sub-Sahara Afrika, byvoorbeeld, dit was net meer as 10 jaar gelede, in 2001, toe die eerste gedrags-opname onder MSM is uitgevoer. Egter, het 'n paar lande uitgevoer sodanige studies en MSM se spesifieke gesondheid behoeftes, veral vir MIV-voorkoming, is nog steeds nie bereik word nie. In die meeste lande, soos Swaziland, die voorkoms van MIV is nog steeds algemene. Hoewel Swaziland dra die las om die hoogste voorkoms van MIV in die wêreld op 26% vir die ouderdomsgroep 15-49 (UNAIDS, 2010), intervensies MSM en ander die meeste-op-risiko bevolkings is beperk. Die studie se hoofdoel was om die voorkoming van MSM te identifiseer in Swaziland. 'N totaal van 50 MSM is ondervra ten einde inligting te vind. Daarbenewens is ook vyf sleutel informante wat bestuurders van die voorkoming van MIV-programme ondervra. Daar is vasgestel dat daar is 'n gaping tussen die MSM se behoeftes en die intervensies wat tans beskikbaar is. Daar is faktore wat sit MSM 'n risiko vir MIV-infeksie wat deur die studie geïdentifiseer is. Daar is vasgestel dat sommige van die MIV-voorkoming het nie voldoen aan die spesifieke behoeftes en verwagtinge van MSM. Kennis op 'n aantal MIV-risiko gedrag en 'n paar voorkoming strategieë fokus MSM is beperk.

Abstract not available. / Thesis (M.Sc.U.R.P.)-University of Natal, 2002.

The researcher aimed to investigate the laws and policies regulating the use of corporal punishment in Swaziland schools by benchmarking these against HRL, and to investigate the non-compliance of selected schools in the Hhohho and Manzini regions with these legal prescripts. This was done in the two participating schools in the study. The study employed the qualitative approach, using two cases to source the information from the participants. Interviews and questionnaires were used to collect the data from the participants. The principals and their deputies were interviewed, whilst the teachers and learners responded to questionnaires. The literature review revealed that the teachers tend not to adhere to the prescripts in respect of the abuse of corporal punishment. The literature review focusing on the Swaziland situation brought to light that the teachers go beyond the legal prescripts when administering corporal punishment. The results indicated that in Swaziland corporal punishment is legal while, according to the Human Rights Law, it is a crime. The study indicated that teachers do not adhere to the legal prescripts on corporal punishment. Of the ten requirements for corporal punishment, the teachers complied fully with only two. It was also found that the teachers were not conversant with the legal prescripts. Some of the requirements did not seem viable to them to comply with. The researcher recommended that the Swaziland Constitution be aligned with the Human Rights Law, and that principals monitor the abuse of corporal punishment. / Educational Leadership and Management / M. Ed. (Education Management)

The researcher aimed to investigate the laws and policies regulating the use of corporal punishment in Swaziland schools by benchmarking these against HRL, and to investigate the non-compliance of selected schools in the Hhohho and Manzini regions with these legal prescripts. This was done in the two participating schools in the study. The study employed the qualitative approach, using two cases to source the information from the participants. Interviews and questionnaires were used to collect the data from the participants. The principals and their deputies were interviewed, whilst the teachers and learners responded to questionnaires. The literature review revealed that the teachers tend not to adhere to the prescripts in respect of the abuse of corporal punishment. The literature review focusing on the Swaziland situation brought to light that the teachers go beyond the legal prescripts when administering corporal punishment. The results indicated that in Swaziland corporal punishment is legal while, according to the Human Rights Law, it is a crime. The study indicated that teachers do not adhere to the legal prescripts on corporal punishment. Of the ten requirements for corporal punishment, the teachers complied fully with only two. It was also found that the teachers were not conversant with the legal prescripts. Some of the requirements did not seem viable to them to comply with. The researcher recommended that the Swaziland Constitution be aligned with the Human Rights Law, and that principals monitor the abuse of corporal punishment. / Educational Leadership and Management / M. Ed. (Education Management)

In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.

Il presente lavoro costituisce la prima ricostruzione del lavoro di Gianna Manzini alla radio e alla televisione, che comincia nel 1947 e si conclude nel 1968. Gli interventi radiofonici sono divisi in trasmissioni di moda e costume e di critica letteraria (capitolo 1) e racconti scritti per la radio (capitolo 3); le trasmissioni televisive sono ripartite in sceneggiature realizzate e non realizzate (capitolo 3). I testi dei programmi sono stati identificati nei fondi archivistici della Fondazione Arnoldo e Alberto Mondadori di Milano, dell’Archivio del Novecento dell’Università La Sapienza di Roma e della Biblioteca Nazionale Centrale di Roma. Il lavoro si basa dunque sulla descrizione e l’analisi di materiale inedito, come L’Almanacco dei sogni e Il paesaggio come fatto personale, e le sceneggiature Il grande indiscreto, Il nome di battesimo e Alfredino. La ricognizione ha dimostrato come Gianna Manzini possedesse una consapevolezza mediatica tale da essere in grado di adattare il proprio stile alle specifiche esigenze del mezzo di comunicazione. Tuttavia, l’attività radio-televisiva non può essere considerata del tutto autonoma e disgiunta dalla carriera letteraria, con la quale intrattiene un rapporto strettissimo e osmotico. / This research aims at providing a first and thorough description of Gianna Manzini’s work for the Italian Broadcasting (RAI), a collaboration which started in 1947 and ended in 1968. Her works for the radio are divided into fashion and literary criticism broadcasting (chapter 1) and original radio screenplays (chapter 2); her works for the television are divided into broadcasted and non broadcasted scripts (chapter 3). The texts of these programmes have been found in the following archives: Fondazione Arnoldo e Alberto Mondadori (Milan), Archivio del Novecento, Università La Sapienza (Rome) and Biblioteca Nazionale Centrale (Rome). The thesis both describes and analyzes original and unpublished works and screenplays, such as L’Almanacco dei sogni, Il paesaggio come fatto personale, Il grande indiscreto, Il nome di battesimo and Alfredino. In the end, the research showed evidence that Gianna Manzini was well aware that different media require different writing characteristics and was able to act accordingly. Nonetheless, her literary and broadcasting activity cannot be considered as two separate carriers, being actually strictly bound to each other.

Abstracts in English, Afrikaans and Zulu / This study explored teachers’ effective use of questioning as a teaching strategy in Social Studies in grade seven within a primary school in the Kingdom of Eswatini (formerly known as Swaziland). The advent of free primary education has brought about large class sizes, but the desire to produce quality education persists. The literature distilled in the study showed that, although a considerable body of studies has established that questioning in the classroom helps direct learning, many teachers fail to utilise it as such. Those who endeavour to use it succeed in engaging their learners, and this results in teaching effectiveness and good outcomes for their learners. The study employed the interpretive paradigm because of the in-depth nature of the investigation. It therefore was a qualitative study that used observation and in-depth semi-structured interviews to gather data and attain the objectives of the study. It was a case study in which four Social Studies teachers took part. Observations were made for at least for 60 minutes in each classroom. Field notes were taken and later analysed. Individual interviews were conducted with the teachers. The results of the study showed that teachers did not use questions to direct teaching and learning, and had no knowledge of the concept of wait time. They also said that they had not been taught questioning strategies in their pre- service teacher training. This was consistent with the literature. Though research shows that questioning promotes effective teaching, the studies reviewed indicated that few teachers use it as an instructional tool. The implications derived from the present study are therefore that pre-service teacher training has to be improved to cater for such important topics as classroom questioning. Also to be improved is further professional development. There is a significant need for action at the macro- and micro-levels of the educational system towards improvement. The actions at the micro-level will be determined by diligent policies designed and executed at that level, that is, the level of the school. / Hierdie studie verken onderwysers se benutting van vraagstelling as onderrigstrategie in Sosiale Studies in Graad 7 by ʼn primêre skool in die koninkryk Eswatini (voorheen Swaziland). In weerwil daarvan dat gratis primêre onderrig groot klasse tot gevolg het, moet gehalteonderwys steeds nagestreef word. Volgens die literatuur wat geraadpleeg is, toon talle studies dat vraagstelling in die klas regstreekse leer bevorder. Onderwysers wat vrae aan leerders stel, gee doeltreffend onderwys omdat hulle leerders betrek, en sodoende ʼn goeie uitkoms behaal. Desondanks pas min onderwysers hierdie strategie toe. Op grond van die aard van hierdie ondersoek, is ʼn vertolkende paradigma gevolg. In hierdie kwalitatiewe studie is data deur waarneming en halfgestruktureerde onderhoude ingesamel. Elke klas is vir minstens 60 minute waargeneem en veldaantekeninge is gemaak wat later ontleed is. Vier onderwysers wat Sosiale Studies onderrig, was deel van die gevallestudie. ʼn Onderhoud is met elkeen gevoer. In hierdie studie is bevind dat die onderwysers geen vrae in die klas gestel het nie. Hulle het ook nie die begrip van wagtyd geken nie, aangesien hulle nooit in vraagstellingstrategieë opgelei is nie. Dit verklaar bevindings in die literatuur dat min onderwysers vraagstelling in die klas gebruik. Vraagstelling moet dus deel van onderwysers se opleiding uitmaak. Hierbenewens moet die professionele ontwikkeling van onderwysers aandag geniet. Voorts is dit noodsaaklik dat die onderwysstelsel op sowel mikro- as makrovlak verbeter word. Ingryping op mikrovlak sal deur die uitvoering van beleid op skoolvlak bepaal word. / Lesifundvo sihlose kusebentisa ngemphumelelo inchubo yekubuta njengelisu lekufundzisa ku-Social Studies kuLibanga 7 ngekhatsi kwesikolwa semabanga laphasi Eswatini (lebeyatiwa ngeSwaziland ngaphambilini). Kufika kwemfundvo yamahhala yemabanga laphasi kwente kwekutsi emaklasi agcwale kakhulu, kodvwa sifiso sekukhicita imfundvo leyikhwalithi siyachubeka. Ilitheretja lebuyeketiwe esifundvweni ikhombisa kwekutsi, nanobe umtimba lobantana wetifundvo utfole kwekutsi inchubo yekubuta eklasini isita kucondzisa kufundza, bothishela labanyenti bayehluleka kukusebentisa ngendlela lefanele. Laba labetama kukusebentisa bayaphumelela ekumbandzakanyeni bafundzi babo, futsi loku kuholela ekufundziseni ngemphumelelo kanye nemiphumela lemihle kubafundzi babo. Lesifundvo sisebentise umcondvo lohumushako ngesizatfu seluhlobo lolujulile lwekuphenya. Ngako-ke bekusifundvo sebunyenti lapho kusetjentiswe khona kubuka kanye nekubuta lokungakahleleki ngalokuphelele lokujulile kugcogca idatha kanye nekutfola tinjongo tesifundvo. Kuhlanganyele bothishela labane beSocial Studies kulesifundvo sekuhlola. Luhlelo lwekubuka lwentiwe lokungenani imizuzu lengema-60 eklasini ngalinye. Kutsatfwe emanotsi futsi ahlatiywa ngemuva kwesikhatsi. Kubutwe bothishela ngamunye. Imiphumela yesifundvo ikhombisa kwekutsi bothishe abakasebentini imibuto kucondzisa kufundzisa nekufundza, futsi bebangenalwati ngemcondvo wesikhatsi sekulindza. Baphindze baphawula kwekutsi abakafundzisiswa emasu ekubuta ekucecesheni kwabo kwangaphambi kwekufundzisisa. Loku bekufanana ngelitheretja. Nanobe lucwaningo lukhombisa kwekutsi kubuta kugcugcutela kufundzisa ngemphumelelo, letifundvo letibuyeketiwe tikhombisa kwekutsi bothishela labambalwa bakusebentisa njengelithuluzi lekuyalela. Imiphumela letfolwe kulesifundvo samanje kutsi kucecesha kwabothishela kwangaphambi kwekufundzisa kumele kwentiwencono kute kufake tihloko letifana nekubuta eklasini. Loku lokumele kwentiwencono kuchubeka ngekutfutfukiswa kwalobucwepheshe. Kunesidzingo lesikhulu sesinyatselo etigabeni letincane kakhulu nasetigabeni letincane teluhlelo lwemfundvo ngasekwentenincono. Letinyatselo esigabeni lesincane titawuncunywa nguletinchubomgomo letihlelwe futsi tasetjentiswa kuleso sigaba, lekusigaba sesikolo. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

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