Text in English Summary in English, Tshivenda and Setswana / Rastafari (this term is preferred to Rastafarianism) is known as a movement which originated in Jamaica and has since spread throughout the world. The movement has attracted much attention from the public and media worldwide because of reggae music. This study set out to investigate the lived experiences of Rastafari women of Tshwane. The purpose of the study was to describe their experiences regarding their roles, duties and responsibilities. It paid particular attention to the behavioural patterns of women within what is often regarded as a patriarchal order. The study was qualitative in nature and made use of various data gathering techniques such as life histories, focus groups, semi-structured and unstructured in-depth interviews, observations and field notes. My findings are, firstly, that Rastafari pays very scant attention to women. Secondly, in contemporary times some practices enforced by their holy books feel oppressive. Lastly, the lived experience reveal that Rastafari as a culture changes with time and women influence the movement. / Rasiṱafari tshi ḓivhea sa tshigwada tshine vhubvo hatsho ha vha ngei Jamaica zwino tsho phaḓalala na ḽifhasi ḽoṱhe. Tshigwada tsho kunga vhunzhi ha zwitshavha na nyanḓadzamafhungo ḽifhasini ḽoṱhe nga nṱhani ha muzika wa rigei. Ngudo iyi yo dzudzanyelwa u ṱoḓisisa nga ha vhutshilo ha tshigwada tsho tsikeledzwaho tsha vhafumakadzi vha Rasiṱafari vho no wanala Tshwane. Ndivho ya ngudo iyi ndi u ṱalusa tshenzhemo yavho zwi tshi ya kha mishumo na vhuḓifhinduleli havho. Yo sedzesa kha kutshilele kwa vhafumakadzi kha sisiṱeme ya matshilisano hune vhanna vha dzhiwa sa vhone vhalanguli. Ngudo yo lavhelesa nga maanḓa kha u ṱanḓavhudza vhuvha ha tshithu ho shumiswa thekhiniki dzo fhambanaho dza u kuvhanganya data u fana na ḓivhazwakale dza vhutshilo, zwigwada zwo sedzeswaho khazwo, na inthaviyu dzine mbudziso dza vha dzo thoma dza dzudzanywa na inthaviyu ine mbudziso dza vha dzi songo dzudzanywa, kuvhonele na mafhungo e a kuvhanganywa kha vhupo. Mawanwa anga ndi, zwa u thoma, Rasiṱafari i sedzesa zwiṱuku kha vhafumakadzi. Zwa vhuvhili, zwazwino maitele ane a tevhedzwa nga maṅwalo makhethwa a pfala a tshi tsikeledza. Zwa u fhedzisela, vhutshilo ha tshigwada tsho tsikeledzwaho vhu dzumbulula uri mvelele ya Rasiṱafari ine vhadzulapo vha Afrika vha shela mulenzhe khayo I khou shushedzwa nga mvelele ya mashango a vhukovhela, i ne ya kunga na u ṱanganedzwa nga vhafumakadzi. Zwenezwo, Rasiṱafari sa tshigwada tsha mvusuludzo a yo ngo ima fhethu huthihi fhedzi i khou shanduka na tshifhinga. / Rastafari e itsege jaaka mokgatlho o o tlholegileng kwa Jamaica, mme go tloga foo wa anamela mo lefatsheng lotlhe. Mokgatlho o o nnile le kgogedi e kgolo mo bathong le bobegakgang lefatshe ka bophara ka ntlha ya mmino wa reggae. Patlisiso eno e ikaeletse go sekaseka maitemogelo a a tshedilweng ke basadi ba kwa Tshwane ba Rastafari. Maikemisetso a patlisiso ke go tlhalosa maitemogelo a bona mabapi le seabe, ditiro le maikarabelo a bona. E etse tlhoko thata mekgwa ya maitsholo ya basadi mo go se gantsi se kaiwang e le thulaganyo e e bayang banna kwa godimo. Patlisiso e ne e le e e lebeletseng go tlhaloganya mabaka le megopolo (qualitative) mme e dirisitse mekgwa e e farologaneng ya go kokoanya tshedimosetso go tshwana le hisetori ya botshelo, ditlhopha tsa puisano (focus groups), dipotsolotso tse di rulaganeng fela di sa tsepama (semi-structured interviews) le dipotsolotso tse di sa rulaganang tse di tsenelelang ko botennye jwa kgang, go ela tlhoko mmogo le dintlha tse di kwadilweng mo tsamaong ya patlisiso. Diphitlhelelo tsa me ke gore, sa ntlha, Rastafari e tsaya basadi tsia go se kae fela. Sa bobedi, mo dinakong tsa ga jaana, ditiro dingwe tse di laelwang ke dibuka tsa bona tse di boitshepo di utlwala di gatelela. Sa bofelo, maitemogelo a senola gore setso sa Rastafari se mo go sona Bantsho ba nang le seabe, se tshosediwa ke setso sa bophirima se se nang le kgogedi, mme se amogelwa ke basadi. Ka jalo, Rastafari jaaka mokgatlho wa tsosoloso, ga e a tsepama, mme e fetoga le dinako. / Anthropology and Archaeology / M.A. (Anthropology)

The study investigated the pedagogical impact of the use of smart classrooms by Grade 11 secondary teachers to facilitate the teaching and learning in the Tshwane South District. The lens used to understand this study’s problem was Technological, Pedagogical and Content Knowledge. The researcher used the interpretivist paradigm and a qualitative approach was applied. A multiple case study research design was also employed. Five secondary schools were used from which to collect data. The instruments used to collect data were semi-structured interviews, non-participant observation and document analysis. The population comprised Grade 11 secondary teachers. The ten participants were purposively sampled on basis that they taught Grade 11 classes using smart classrooms on daily basis. Ethical considerations were maintained by ensuring anonymity, voluntary participation, informed consent and confidentiality. Data collected were analysed using thematic analysis. The data were coded and organised into descriptive themes. Trustworthiness in the study was maintained through credibility and transferability. The results revealed that the introduction of smart classroom have a predominantly positive impact on the pedagogy in education and teachers are enjoying the new era in education. The findings of the individual semi-structured interviews reflect that the participants of this study used smart technology in their daily teaching. The findings also revealed that smart technology is useful, important and effective in the teaching and learning process. The findings of the non-participant observation revealed that participants showed varied degrees of mastery of Technological knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge. Some participants were well conversant with navigation of the smart board. They could use the tools and icons on the smart board throughout the lessons. The findings of the document analysis revealed that the five schools had an ICT file and the table of contents of these files were spelt out clearly. Every school had a policy on ICT integration and implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum studies)

The purpose of the study is to evaluate practices and operations of Community Police Forums and their sub-structures in Tshwane. This includes various approaches that are used to implement and manage the operations of Community Police Forums and their sub-structures. This research is designed to determine different operational approaches that are used by the Community Police Forums and their sub-structures to curb the criminal activities including those of their respective members. The qualitative research method was utilised for this study, achieving stated research objectives and answering the research questions. The population in the study included members of the South African Police Service and Community Police Forums in Tshwane District, as well as officials in the Directorate Community Police Relations within the Gauteng Department of Community Safety. The study revealed that Community Police Forums and their sub-structures are essential in the reduction of crime and they can be used as force multipliers to the South African Police Service. It also shows that there are legislative framework that Community Police Forums and their sub-structures are supposed to function under and adhere to. Monitoring mechanisms are in place to ensure that these structures function within the stipulated framework. Therefore, based on these findings, recommendations were made on practices and operations of Community Police Forums and their sub-structures. / Criminology and Security Science / M.A. (Criminal Justice)

Social work, as a profession, is critical for societies as it aims to promote social change and development, as well as social cohesion and the empowerment and liberation of people. Whereas the working conditions of social workers have been the focus of previous research, the topic of social workers’ personal safety challenges and the coping strategies employed during social work service delivery seems to be sparsely researched and documented in indigenous literature. In view of this, I designed a research project aimed at exploring the personal safety challenges that social workers encounter and the coping strategies they employ during social work service delivery from a qualitative research approach with a collective case study design, coupled with an explorative, descriptive, contextual and phenomenological research design, with a view to proffer suggestions for promoting social workers’ personal safety. From the conception of the research project, up until its finalisation which culminated in this research report, I observed the ethical principles of informed consent, anonymity, and confidentiality in the context of the management of information. I employed semi-structured interviews as a data collection method from a sample of 14 purposively selected social workers in the employ of one government Department and three non-profit organisations in the Tshwane region. Data was analysed using Tesch’s (1990) steps and data verification was done through Gibbs’ (2008) model. I utilised Schlossberg’s (1981) Transition Process Model as the theoretical lens in this study. Based on the findings presented in this research report, it is evident that social workers face various challenges in terms of their personal safety, ranging from being physically attacked and being at the receiving end of aggressive behaviour from distressed, frustrated, and hostile service users, to facing risks to their personal safety in the social work offices and whilst on the road during fieldwork or in the communities they serve. The various coping strategies that social workers employ as way of dealing with the incidents and situations in which their personal safety is compromised include speaking to a supervisor, colleagues, friends, or a therapist; using their personal faith; remaining calm and withdrawing from the unsafe situation; and enlisting the help of the police or ensuring that they are accompanied by colleagues when doing fieldwork. The research findings included the suggestions proffered by the research participants on how to promote the personal safety of social workers and these are directed at employer organisations and social workers themselves. In addition, recommendations are provided which are directed towards social work practice; social work education and training; and continuous professional development. There are also recommendations for areas of further research. / Social Work / M.A. (Social Work)

Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0: μinquiry-based facilitation = μtraditional axiomatic approach. This study emphasises a pragmatist view that constructivism is fundamental to realism, that is, inductive inquiry supplements deductive inquiry in teaching and learning. Participants in this study comprise schools in Tshwane North district that served as experimental group and Tshwane West district schools classified as comparison group. The two districts are in the Gauteng Province of South Africa. The total number of students who participated is 166, that is, 97 students in the experimental group and 69 students in the comparison group. Convenient sampling applied and three experimental and three comparison group schools were sampled. Embedded mixed-method methodology was employed. Quantitative and qualitative methodologies are integrated in collecting data; analysis and interpretation of data. Inquiry-based-facilitation occurred in experimental group when the facilitator probed asking students to research, weigh evidence, explore, share discoveries, allow students to display authentic knowledge and skills and guiding students to apply knowledge and skills to solve problems for the classroom and for the world out of the classroom. In response to inquiry-based facilitation, students engaged in cooperative learning, exploration, self-centred and self-regulated learning in order to acquire knowledge and skills. In the comparison group, teaching progressed as usual. Quantitative data revealed that on average, participant that received intervention through inquiry-based facilitation acquired inquiry-based learning skills and improved (M= -7.773, SE= 0.7146) than those who did not receive intervention (M= -0.221, SE = 0.4429). This difference (-7.547), 95% CI (-8.08, 5.69), was significant at t (10.88), p = 0.0001, p<0.05 and represented a large effect size of 0.55. The large effect size emphasises that inquiry-based facilitation contributed significantly towards improvement in inquiry-based learning and that the framework contributed by this study can be considered as a framework of inquiry-based facilitation in Euclidean Geometry. This study has shown that the traditional axiomatic approach promotes rote learning; passive, deductive and algorithmic learning that obstructs application of knowledge in problem-solving. Therefore, this study asserts that the application of Inquiry-based facilitation to implement inquiry-based learning promotes deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Euclidean Geometry. / Mathematics Education / Ph. D. (Mathematics, Science and Technology Education)

Parental involvement plays a very important role in the development of a child’s formal education. This study explored various management strategies that might serve as guidelines to improve parental involvement in primary schools. The conceptual framework that informed this study was factors that determine school effectiveness as well as Epstein’s theory of overlapping spheres and her typology on parental involvement that served as the theoretical framework. A qualitative research approach was used for this study, as it allowed the researcher to conduct in-depth interviews with six principals in Southern Tshwane primary schools and examined relevant documents to collect data. The research indicates that most schools comprehend the importance of parental involvement, yet lack structured implementation frameworks for parental involvement. The study recommends that schools need to plan, manage and implement a parental involvement programme according to the unique circumstances of the school. / Ukubandakanyeka kwabazali kudlala indima ebalulekile kakhulu ekuthuthukiseni imfundo esemthethweni yengane. Lolucwaningo luhlola amasu ahlukahlukene okuphatha angase asebenze njengemihlahlandlela yokuthuthukisa ukubandakanyeka kwabazali ezikoleni zamabanga aphansi ase Ningizimu neTshwane. Umhlahlandlela womqondo owazisa lolucwaningo yizici ezenza ukusebenza kahle ezikoleni kanye nenkolelo ka-Epstein yezinhlaka eziqhamukayo ekubandakanyeni kwabazali okwakungumhlahlandlela wemfundo. Indlela yokucwaninga eyasetshenziswa kulolucwaningo yenza ukuthi umcwaningi aqhube izingxoxo ezijulile nothishanhloko abayisithupha bezikole zamabanga aphansi ase Ningizimu neTshwane, futhi wahlola nemibhalo efanele ukuqoqa imininingwane. Ucwaningo lubonisa ukuthi izikole eziningi zinalo ulwazi lokubaluleka kokubandakanya abazali kodwa azinazo izinhlaka ezihlelekile zokwenza ukuthi abazali babandakanyeke. Ucwaningo lukhuthaza ukuthi izikole zidinga ukuhlela, ukuphatha nokusebenzisa uhlelo lokubandakanya abazali ngokuvumelana nezimo ezihlukile zesikole. / U dzhenelela ha vhabebi ndi tshipida tsha ndeme tsha u aluwa ha pfunzo ya vhana. Tsedzuluso ino yo sedzulusa ndila dzo fhambanaho dza u langula dzine dza shumisiwa sa nyeletshedzo dza u khwinisa u dzhenelela ha vhabebi kha zwikolo zwa fhundzo dza fhasi Tshitirikini tsha Tshipembe ha Tshwane. Tsedzuluso ino yo di sendeka nga zwithu zwine zwa bveledza tshumelo ya maimo a ntha a zwikolo na pfunzo khulwane ya Epstein ya masia a no shumisana kha u dzhenelela ha vhabebi zwine zwa shumisiwa sa maga a kuhumbulele. Tsedzuluso ino yo shumisa maitele a u sedzulusa a qualitative, ngauri a tendela musedzulusi u vhudzisa mbudziso dzo dzudzanywaho na thoho dza tshikolo dza rathi dza zwikolo zwa fhasi Tshitirikini tsha Tshipembe ha Tshwane, na u sedzulusa manwalo o no yelana na tsedzuluso ino kuvhanganya ndivho. Tsedzuluso i sumbedza uri vhunzhi ha zwikolo zwi dzhiela nzhele u dzhenelela ha vhabebi, fhedzi a zwina maitele o dzudzanywaho a u eletshedza u dzhenelela avhabebi. Tsedzuluso ino i themendela uri zwikolo zwi tea u dzudzanya, u langula na u shumisa maitele o themendelwaho a u katela u dzhenelela ha vhabebi uya nga u fhambana-fhambana ha nyimele dza zwikolo. / Educational Management and Leadership / M. Ed. (Education Management)

This study examines customer service in selected restaurants in the Tshwane area. It is aimed at establishing criteria for excellent customer service in restaurants, which can serve as the basis for building good relationships with customers. An extensive literature study was undertaken and aspects that were discussed in the secondary research include the various components of customer service, as well as the marketing environment of restaurants in South Africa and the Tshwane Area. An empirical study was conducted to namely to investigate customer service in selected restaurants in the Tshwane Area, with the aim to establish criteria for excellent customer service as a benchmark for establishing relationships with customers, by means of an exploratory study. A self-administered survey was conducted whereby questionnaires were handed to restaurant patrons with the restaurant bill folder. Based on the research results, criteria were developed for excellent customer service which can be used as a benchmark for establishing relationships with customers, by providing customer satisfaction, which leads to customer retention, loyalty and ultimately profitability for an organisation. / Business Management / M. Com. (Business Management)

The annual budget cycle in urban road/transport authorities by implication requires transport infrastructure projects to be ranked in terms of their relative value, to enable project selection by starting from the most deserving proposal. This follows from the fact that the total cost of feasible projects practically always exceeds available funds, signalling the need for some kind of selection protocol. Cost benefit analysis (CBA), when applied in a narrow sense, is not suitable for this purpose as it focuses on economic efficiency only. Attempts to broaden it have been criticized by some scholars. Although the diversity of impacts points to a multi-criteria analysis (MCA) approach, this is considered unscientific in certain quarters; at best, its practical value needs to be demonstrated. In the case of the City of Tshwane (CoT), problems with current project appraisal are evident in that different methods – none of which is defensible – are used, sometimes resulting in rankings that are contradictory. This thesis therefore attempts the following: (a) to develop a basic approach that combines the best elements of traditional methods; (b) to customize this approach to the specific context and needs of road authorities in the municipal sphere of government, using CoT as an example; and (c) to demonstrate the application of the resulting appraisal framework, utilizing appropriate decision-support software for this purpose. Recommendations include the following: An appraisal framework should combine CBA and MCA by adopting an overall MCA approach with economic efficiency – focusing on the optimal allocation of scarce resources – as one of the decision criteria. For completeness‟ sake, three additional decision criteria are deemed necessary: equity (focusing on income distribution impacts); sustainability (focusing on environmental impacts); and compatibility (focusing on the alignment of projects with stated goals and objectives). This framework may well apply to road authorities in other spheres of government – the optimum application in each case will depend on the composition of the relevant decision-making team. The inherent nature of project appraisal requires a two-phased approach in all cases: the evaluation of mutually exclusive alternatives, followed by the ranking of independent projects. State-of-the-art decision support software is indispensable for implementing this framework. / Transport Economics / D. Com. (Transport Economics)

This study examines the relationship, or lack thereof, between cultural policy and development at the local government sphere in South Africa and, ascertains the extent to which the City of Tswane Metropolitan Municipality (CTMM), as the focus of the case study, involves culture in its development framework. The research is informed by an observation from internationa best- practices that local government, as a sphere of governance closect to the people, is one of the best platforms on which the centrality of culture in the development matrix of any country is located and upheld. The research was arranged in three sections or phases, namely: exploration, discovery and the consolidation. / African Languages / D. Litt. et Phil.

English with Englsih, Northern Sotho and Tsonga summaries / Since the inception of the homestead food garden programme in Gauteng Province, more than 3 000 individuals in the City of Tshwane Region 7 have benefited from the programme. It is not known whether the gardens were actually established after beneficiaries had received the tools from government, or whether the gardens still exist and produce food. The aim of the study was to investigate the contribution of the homestead food garden programme to household food security in Region 7 in the City of Tshwane Metropolitan Municipality. The study population consisted of beneficiaries of the homestead food garden programme from 2013 to 2016 in various wards in the region. The objectives of the study were to determine the socio-demographic characteristics of the beneficiaries; to assess the current status of the homestead food gardens and other support programmes in which the beneficiaries were engaged; to assess the contribution of the homestead food garden programme to household food security (availability, accessibility, utilisation and stability); to ascertain the factors influencing food availability in the households of beneficiaries; and to identify the constraints and benefits of homestead food production. The study used a quantitative research approach involving a survey design. A semistructured questionnaire was used for data collection through face-to-face interviews in the homes of participants. The random sampling technique was employed to acquire a proportionate sample of 258 participants. Data were analysed using the Statistical Package for Social Sciences (SPSS) version 24. The analysis of quantitative data included frequencies, percentages, mean and standard deviation, standard error of mean, a binomial test and the Ordered Logistics Regression (OLR) model. Themes and codes were used to analyse data from open-ended questions (qualitative data) and convert them to frequencies and percentages. The results showed that 73% of women participated and96% participants were Black Africans. Youth participation was 19%. The participants who could read and write because they had received primary, secondary and tertiary education were 84%. The average family size of the respondents was five, ranging between 1 and 47 household members. 83% of the participants relied on social grants (child, old-age and disability grants) from government as their main source of income. 83.3% participants had backyard (homestead) gardens for their households and 26% of participants consumed vegetables from their homestead food gardens. The household expenditure of 74% of participants included the cost of vegetables, which they had to buy regularly. The food availability results showed that 51% and 50% of the participants cultivated their backyard gardens during summer and spring respectively. This implied that there were adequate vegetables in the households of most participants during those seasons. It was discovered that 60% of the participants experienced anxiety and uncertainty because they were worried over the previous four weeks that their households would not have enough vegetables. The coping strategy mostly adopted by 69% of participants was to purchase cheap vegetables when there was lack of vegetables from the gardens. 55% participants consumed vegetables frequently because they either had enough harvests from their backyard gardens or had money to buy vegetables. The factors that positively influenced vegetable availability were participants’ age; the number of support programmes available to them; the existence of backyard gardens; and access to water. Some of the major challenges that systematically hindered homestead food gardens were insects; pests and diseases; crop damage by livestock, birds and rats; a lack of water for irrigation; a lack of production inputs (seeds, chemicals, fertilisers and others); and insufficient space to plant or establish a garden. The study found that the major benefits of the homestead food gardens were the consumption of fresh, healthy vegetables from the backyard garden and saving money by not having to buy vegetables. Based on the results of the current study, it is suggested that youth participation should be bolstered to ensure the future of homestead food gardens as the majority of the participants were older than 35 years. It is also suggested that other support measures should be taken to ensure the continuity of the homestead food garden programme, such as training programmes and access to water, fencing and production inputs (seeds and fertilisers) for homestead food gardeners. / Go tloga mola go thongwago lenaneo la dirapana tša dijo la motsana ka Profenseng ya Gauteng, batho ba go feta ba 3 000 ka Seleteng sa 7 sa Tshwane ba holegile ka go fiwa dithulusi tša serapana, seabe sa tšweletšo le tlhahlo go thoma dirapana tša ka mafuri tša malapa a bona. Ga go tsebege ge eba dirapana dihlomilwe ka nnete morago ga gore baholegi ba amogele dithulusi go tšwa mmušong, goba ge eba dirapana di sa le gona le gore di tšweletša dijo. Dinepo tša dinyakišišo e be e le go nyakišiša seabe sa lenaneo la dirapana tša dijo la motsana go tšhireletšo ya dijo tša lapa Seleteng sa 7 ka Mmasepaleng wa Metropothene wa Toropo ya Tshwane. Bakgathema ba dinyakišišo ba bopilwe ke baholegi ba lenaneo la serapana sa dijo sa motsana go tloga ka 2013 go fihla ka 2016 ka diwateng tša go fapana tša selete. Maikemišetšo a dinyakišišo e be e le laetša dipharologantšho tša batho le leago tša baholegi; go sekaseka maemo a bjale a dirapana tša dijo tša motsana le mananeo a mangwe a thekgo ao baholegi ba bego ba le karolo ya ona; go sekaseka seabe sa lenaneo la serapana sa dijo sa motsana go tšhireletšo ya dijo (khwetšagalo, phihlelelo, tšhomišo le tielelo); go laetša mabaka a go huetša khwetšagalo ya dijo ka malapeng a baholegi; le go hlaola mathata le dikholego tša tšweletšo ya dijo tša motsana. Dinyakišišo di šomišitše mokgwa wa dinyakišišo tša khwalithethifi wa go akaretša popo ya lenaneopotšišo. Lenaneopotšišo le beakantšwego seripa le go šomišetšwa kgoboketšo ya datha ka dipoledišano tša go dirwa go lebelelanwe mahlong ka malapeng a bakgathatema. Thekniki ya tiro ya sampole ya go se kgethe e šomišeditšwe go hwetša sampole ya go lekanetšwa ya bakgathema ba 258. Datha di sekasekilwe ka go šomiša tlhalošo ya 4 ya Statistical Package for Social Sciences (SPSS). Tshekatsheko ya datha ya khwalithethifi e akareditše dikelo, diphesente, palogare, phapano ya tekanetšo, phošo ya tekanetšo ya palogare, teko ya phapano le mmotlolo wa ponelopele ya diphetogo. Dikgwekgwe le Dikhoute di šomišitšwe go sekaseka datha go tšwa go dipotšišo tše di bulegilego (datha ya khwalithethifi) le go di fetolela go dikelo le diphesente. Dipoelo di laeditše gore phesente ya godimo (73%) ya basadi e kgathile tema. Bontši (96%) e bile baarabi e bile Maafrika a Bathobaso. Kgathotema ya baswa e be e le ka fase ga 19%. Bontši (84%) bja baholegi bo be bo kgona go bala le go ngwala gobane ba amogetše thuto ya poraemari, sekontari le ya godimo. Bogolo bja lapa bja palogare ya baarabi e be e le hlano, go tloga gare ga tee le 47 ya maloko a lapa. Karolo ye kgolo (83%) ya baarabi ba tshephile dithušo tša leago (dithušo tša bana, botšofadi le bogolofadi) go tšwa mmušong bjalo ka mothopo wa bona wo mogolo wa letseno gomme bontši (83.3%) bo be bo na le dirapana (motsana) tša ka mafuri tša malapa a bona. Go tloga go ponego ya tšhireletšo ya dijo, dipoelo di laeditše gore 26% ya baarabi ba ja merogo ya go tšwa ka dirapaneng tša dijo tša motsana wa bona. Ditshenyegalelo tša lapa tša bontši (74%) bja baarabi di akareditše tshenyegelo ya merogo, yeo ba bego ba swanela ke go e reka kgafetša. Dipoelo tša khwetšagalo ya dijo e laeditše gore 51% le 50% ya baarabi ba lemile dirapana tša ka mafuri a bona nakong ya selemo le seruthwane ka tatelano, seo se rago gore go bile le merogo ye e lekanego la malapeng a baarabi ba bantši dihleng tšeo. Ka go realo go utulotšwe gore, mabapi le phihlelelo ya dijo, bontši (60%) bja baarabi ba itemogetše tlalelo le pelaelo bjalo ka ge ba laeditše gore ba be ba hlobaela mo dibekeng tše nne tša go feta gore malapa a bona a ka se be le merogo ye e lekanego. Leano la go laola le le amogetšwego gagolo ke bontši (69%) bja baarabi go kgonthišiša tielelo ya dijo e be e le go reka merogo ka theko ya fase ge go sena merogo go tšwa ka dirapaneng. Mabapi le tielelo ya dijo, bontši (55%) bja bakgathatema ba be ba e ja merogo kgafetša gobane ba bunne tše di lekanego go tšwa dirapaneng tša ka mafuri a bona goba ba bile le tšhelete ya reka merogo. Mabaka ao a hueditšego khwetšagalo ya merogo gabotse e bile mengwaga ya baarabi; palo ya mananeo a thekgo ao ba ka a fihlelelago; go ba gona ga dirapana tša ka mafuri; le phihlelelo ya meetse. Tše dingwe tša ditlhohlo tše kgolo tšeo di tshwentšego ka botlalo dirapana tša dijo ka motsaneng e bile dikhunkhwane; disenyi le malwetši, tshenyo ya dibjalo ka leruo, dinonyana le magotlo; tlhokego ya meetse a go nošetša; tlhokego ya ditshepetšo tša tšweletšo (dipeu, dikhemikale, manyora le tše dingwe); le sekgoba se lekanego go bjala le go hloma serapana. Dinyakišišo di hweditše gore dikholego tše kgolo tša dirapana tša dijo tša motsana e be e le go ja merogo ye meswa, ye mebotse go tšwa ka serapaneng sa ka mafuri le go boloka tšhelete ka go se reke merogo. Go ya ka dipoelo tša dinyakišišo tša bjale, go šišintšwe gore kgathotema ya baswa e swanetše go thekgwa go kgonthišiša bokamoso bja dirapana tša dijo tša motsana ka ge bontši bja bakgathatema ba be ba le bogolo bja mengwaga ya ka godimo ga 35. Gape go šišintšwe gore dikelo tša thekgo tše dingwe di swanela go tšewa go kgonthišiša tšwelopele ya lenaneo la serapana sa dijo sa motsana, go swana le mananeo a tlhahlo le phihlelelo ya meetse, legora le production inputs (dipeu le manyora) ya boradirapana tša dijo tša motsana. / Ku sukela loko ku sunguriwe nongonoko wa swirhapa swa swakudya eka Xifundzhankulu xa Gauteng, vanhu vo tlula nhlayo ya 3 000 eTshwane eka Region 7 va vuyeriwile hi ku pfunetiwa hi mathulusi ya swirhapa, swipfuneto swo rima na vuleteri ku sungula swirhapa lomu majaratini ya miti ya vona. A swi tiveki loko swirhapa swi sunguriwe endzhaku ka loko vavuyeriwa va amukerile mathulusi eka mfumo, kumbe leswo xana swirhapa leswi swa ha ya emahlweni no rima swakudya. Xikongomelo xa ndzavisiso lowu wa tidyondzo a ku ri ku endla vulavisisi hi ndlela leyi nongonoko wa swirhapa swa swakudya wu pfunetaku hi yona eka ku sirheleleka hi swakudya eka Region 7 eka Masipala wa Dorobankulu ra City of Tshwane Metropolitan Municipality. Vanhu lava a ku dyondziwa hi vona a va katsa vavuyeriwa va nongonoko wa swirhapa swa swakudya lomu makaya ku sukela hi lembe ra 2013 ku fikela hi 2016 eka tiwadi to hlayanyana ta region. Swikongomelo swa ndzavisiso lowu i ku vona muxaka wa vanhu lava nga vuyeriwa; ku kambela xiyimo xa sweswi xa swirhapa swa swakudya na minongonoko yin'wana ya nseketelo laha vavuyeriwa va nga na xiavo eka yona; ku kambela xiavo xa nongonoko wa swirhapa swa swakudya eka ku sirheleleka hi ku kuma swakudya eka mindyangu (ku kumeka, ku fikelela, ku tirhisa, na ku tshamiseka); ku kumisisa mintiyiso kumbe swilo leswi swi nga na nkucetelo eka ku kumeka ka swakudya lomu makaya ya lava vuyeriwaka; na ku vona leswi swi nga swihingakanyi eka mimbuyelo ya ku rima swakudya. Ndzavisiso wu tirhise fambiselo leri vuriwaka quantitative research ku nga ku hlayela leswi a swi katsa dizayini ya survey. Ku tirhisiwe endlelo ra nongonoko wa swivutiso leswi nga tsariwa ku nga semi-structured questionnare ku hlengeleta data hi ku endla ti-interview ta xikandza-na-xikandza emakaya ya lava a va teka xiavo. Ku tirhisiwe thekniki ya random sampling ku kuma mpimanyeto wa proporionate sample eka vanhu va 258 lava a va teka xiavo eka ndzavisiso. Data yi ve yi hlahluviwa hi ku tirhisa Statistical Package for Social Sciences (SPSS) version 24. Nhlahluvo wa quantitative data a wu katsa vungani bya ku humelela ku nga frequences, tiphesente, mean, standard deviation, standard error of mean, binomial test na modlele wa Ordered Logistics Regresion (OLR). Eku hlahluveni ku tirhisiwe tithemes na tikhodi ku kambela data eka swivutiso leswi a swi ri na tinhlamulo to hambana-hambana ku nga open-ended questions (qualitative data) na ku swi hundzuluxa ku va swikombisa leswo swi endleke kangani (frequencies) na tiphesente ta ku endleka. Vuyelo byi kombise tiphesente ta le henhla eka vamanana hi (73%) lava a va ri na xiavo. Vunyingi bya vanhu lava a va hlamula swivutiso a ku ri Vanhu va Vantima va Ma-Afrika. Xiavo xa lavantshwa a xi ri ehansi ka 19%. Vunyingi bya vavuyeriwa (84%) a va kota ku hlaya no tsala hikuva a va kumile dyondzo ya prayimari, sekondari na ya le tikholichi na tiyunivhesiti. Mpimanyeto wa nhlayo ya vanhu va mindyangu a ku ri vanhu va ntlhanu, ku sukela eka wun'we ku fikela eka swirho swa 47 eka ndyangu. Ntsengo wa le henhla wo ringana (83%) wa vahlamula swivutiso i vanhu lava va hanyaka hi mpfuneto wa mali ya mfumo eka vanhu (ku nga xipfuneto xo wundla vana, mudende wa vadyuhari, na mpfuneto eka vo lamala) ku suka eka mfumo tani hi mali leyi nghenaka leyi va tshembeleke eka yona ngopfu kasi vunyingi bya vona (83.3%) va na swirhapa (lomu makaya) emitini ya vona. Mayelana na ku sirheleleka hi swakudya, vuyelo byi kombise leswo 26% wa vahlamuri va swivutiso va dya miroho yo huma eka swirhapa swa swakudya swa vona. Mpimanyeto wa mali lowu tirhisiwaka hi mindyangyu yo tala ku nga (74%) wa vahlamuri va swivutiso va katse ntsengo wa nxavo wa miroho, leyi va yi tirhisaka ku xava hi mikarhi na mikarhi. Vuyelo bya ku kumeka ka swakudya wu kombe leswo 51% wa vahlamuri va swivutiso va rima swakudya swa vona lomu swirhapeni swa le makaya ya vona hi nkarhi wa ximumu na hi nkarhi wa ximun'wana, leswi swu vulaka leswo a ku ri na miroho yo ringanela eka miti eka vahlamuri votala va swivutiso hi mikarhi ya tisizini leti. Ku ve ku kumeka leswaku mayelana na ku kumeka ka swakudya, vunyingi lebyi nga (60%) wa vahlamuri va swivutiso va karhateka na ku va va nga ri na ku tiyiseka hikuva va kombise leswo va xaniseka eka mavhiki ya mune lama nga hundza leswo mindyangu ya vona yi nga ka yi nga vi na miroho yo ringanela. Leswi vunyingi byi swi endleka ku ringeta ku hanya eka xiyimo lexi, vunyingi byi nga (69%) wa vahlamuri va swivutiso va vule leswo va xava miroho ya ntsengo wa nxavo wa le hansi loko ku nga ri na miroho eswirhapeni swa vona. Mayelana na ku tshamiseka hi swakudya, vunyingi bya vahlamuri va swivutiso (55%) va dya miroho hakanyingi hikuva va ri na ntshovelo wo ringanela eka swirhapa swa miroho ya vona kumbe hikuva va ri na mali yo xava miroho. Swilo leswi nga na nkucetelo lowunene hi ku kumeka ka miroho, ku ve malembe ya vukulu bya vahlamuri va swivutiso; nhlayo ya minongonoko ya nseketelo eka vona; vukona bya swirhapa swa miroho lomu makaya; na ku kumeka ka mati. Swin'wana swa mintlhontlho leyikulu leyi nga nkavanyeto eka swirhapha swa swakudya i switsotswana na vuvabyi ya swimila; ku onhiwa ka swibyariwa hi swifuwo; swinyenyane na makondlo; ku pfumaleka ka mati yo cheleta; ku pfumaleka ka swipfuneto swo rima (ku nga timbewu, tikhemikali, swinonisi na swin'wana swo tano); ku ka vanhu va nga ri na ndhawu yo ringanela ku byala kumbe ku endla swirhapa. Ndzavisiso wa dyondo wu kume leswo vunyingi bya vavuyeriwa eka swirhapa swa swakudya ku ve ku kota ku va na miroho ya furexe, miroho leyi nga na rihanyu eka swirhapa swa vona lomu makaya no hlayisa mali hikuva va nga xavi miroho. Hi ku landza vuyelo bya ndzavisiso wa dyondo wa sweswi, ku ringanyetiwa leswaku ku fanele ku khutaziwa ku va na xiavo ka vantshwa ku tiyisa vumundzuku bya swirhapa swa miroho, hikuva vunyingi bya lava va nga na xiavo a ku ri vanhu va malembe ya le henhla ka 35 hi vukulu. Ku pimanyetiwa na leswo ku fanele ku va na tindlela tin'wana to seketela ku tiyisa leswo nongonoko wa swirhapa swa swakudya wu ya emahlweni, ku endliwa ka swilo swo fana na minongonoko ya vuleteri, ku biyela swirhapa hi mifensi na swipfuneto swo byala (swo fana na timbewu na swinonisi eka swirhapa swa swakudya lomu makaya. / Agriculture and  Animal Health / M. Sc. (Agriculture)