Performance measurement has been in existence and the subject of research for at least two decades. However, it would appear that the Small and Medium Enterprise (SME) sector lags behind other industries in terms of harnessing performance measurement with strategies that call for design skills, such as design thinking. Scholars in developed economies have given only limited attention to the contributing role of design thinking in performance measurement and improvement. Most research in these disciplines focuses primarily on using design thinking during the design phase rather than integrating it throughout the performance measurement processes. However, integrated performance measurement is now receiving increasing attention within the SME context internationally due to the potential benefit of design thinking for strategy. However, while research on performance measurement within South African SMEs is growing, it nevertheless lacks practical perspectives. This is cause for concern, as an absence of knowledge about and understanding of processes followed during performance measurement could deprive the SME sector of the benefit of integrating design thinking for organisation sustainability. Empirical data were collected from fourteen SMEs using semi-structured interviews, case and documentary analysis and focus group discussions conducted with owner-managers, and analysed. The findings indicate that both contextual and conceptual factors contribute to enterprise performance, and that understanding the processes, performance and execution and tracing their effect on performance measurement are vital. Four process phases of an integrated performance measurement framework emerged from the analysis, namely pre-strategy planning, strategy planning, strategy implementation and post-strategy implementation. These trigger actions which guide and support interaction between leadership and stakeholders and encourage iteration between thinking, trying and the actual discovery of key drivers to monitor, improve and change performance. The findings suggest that the integration of performance measurement is possible with some balanced scorecard and design thinking-related principles engendered in whichever process is deemed natural to configure, improve and evolve by this iteration between thinking and acting. The implications, therefore, include the need for commitment by SMEs to facilitating performance measurement initiatives within their current practices. In addition, the owners or managers and policymakers need to consider ways to assist and play a role in promoting and enhancing the ability of SMEs in performance measurement integration for sustainability. / Isilinganiso sokusebenza besikhona futhi besiyisihloko yocwaningo okungenani amashumi amabili eminyaka. Kodwa-ke, kuzovela ukuthi umkhakha Wamabhizinisi Amancane Naphakathi (SME) usalela emuva kwezinye izimboni maqondana nokusebenzisa isilinganiso sokusebenza ngamasu adinga amakhono wokuklama, njengokucabanga kokuklama. Izazi emnothweni othuthukile zinikeze ukunakwa okulinganiselwe kuphela endimeni ebambe iqhaza ekucabangeni kokuklama esilinganisweni sokusebenza nokwenza ngcono. Ucwaningo oluningi kulezi zimiso lugxile kakhulu ekusebenziseni ukucabanga kokuklama ngesikhathi sesigaba sokuklama kunokuluhlanganisa phakathi kwezinqubo zokulinganisa ukusebenza. Kodwa-ke, isilinganiso sokusebenza esihlanganisiwe manje sithola ukunakwa okwandayo ngaphakathi komongo wama-SME emhlabeni jikelele ngenxa yenzuzo engaba khona yokucabanga kokuklama kwesu. Kodwa-ke, ngenkathi ucwaningo lwesilinganiso sokusebenza ngaphakathi kwamaSME aseNingizimu Afrika lukhula, kodwa-ke luswele imibono ebonakalayo. Lokhu kuyimbangela yokukhathazeka, njengoba ukungabi bikho kolwazi nokuqonda izinqubo ezilandelwe ngesikhathi sokulinganisa ukusebenza kungancisha umkhakha wama-SME inzuzo yokuhlanganisa ukucabanga kokuklama ukuze kube nokusimama kwenhlangano. Ulwazi oluqhamuka ocwaningweni laqoqwa kuma-SME ayishumi nane kusetshenziswa izingxoxo ezihleleke kancane, ukuhlaziywa kwamacala kanye nokuqoshwa kwemibhalo kanye nezingxoxo zamaqembu okugxila ezenziwa nabaphathi babanikazi, kwahlaziywa. Okutholakele kukhombisa ukuthi zombili izinto ezingokomongo nezingokomqondo zinomthelela ekusebenzeni komkhakha wamabhizinisi, nokuthi ukuqonda izinqubo, ukusebenza nokwenziwa kanye nokuthola imiphumela yazo esilinganisweni sokusebenza kubalulekile. Izigaba ezine zenqubo zohlaka lokulinganisa ukusebenza oluhlanganisiwe luvele ekuhlaziyweni, okungukuthi ukuhlela kwangaphambi kwamasu, ukuhlela amasu, ukuqaliswa kwamasu nokuqaliswa kwesu langemva kwesu. Lezi zenzo ezibangela ukuhola nokusekela ukuxhumana phakathi kobuholi kanye nababambiqhaza futhi zikhuthaza ukuphindaphinda kwenqubo phakathi kokucabanga, ukuzama kanye nokutholakala kwangempela kwabashayeli ababalulekile ukuqapha, ukwenza ngcono nokushintsha ukusebenza. Okutholakele kuphakamisa ukuthi ukuhlanganiswa kwesilinganiso sokusebenza kungenzeka ngekhadi lamaphuzu elilinganisiwe kanye nezimiso ezihlobene nokucabanga ezifakiwe kunoma iyiphi inqubo ethathwa njengeyokwemvelo yokulungisa, ukwenza ngcono nokuguquka ngaloku kuphindaphinda kwenqubo phakathi kokucabanga nokwenza. Imiphumela, ngakho-ke, ifaka isidingo sokuzibophezela kwama-SME ekusizeni izinhlelo zokulinganisa ukusebenza ngokwenziwa kwazo kwamanje. Ngaphezu kwalokho, abanikazi noma abaphathi nabenzi benqubomgomo kudingeka bacabangele izindlela zokusiza nokudlala indima ekukhuthazeni nasekuthuthukiseni ikhono lama-SME ekuhlanganisweni kwesilinganiso sokusebenza ukuze lisimame. / Prestasiemeting bestaan reeds, en is ook die onderwerp van navorsing, vir minstens twee dekades. Nogtans lyk dit asof die sektor vir Klein en Middelslagondernemings (KMO's) ’n agterstand teenoor ander nywerhede het wat betref die benutting van prestasiemeting met strategieë wat gebruik maak van ontwerpvaardighede soos ontwerpdenke. Navorsers in ontwikkelde ekonomieë het slegs beperkte aandag geskenk aan die bydraende rol van ontwerpdenke in prestasiemeting en -verbetering. Die meeste navorsing in hierdie dissiplines fokus tydens die ontwerpfase hoofsaaklik op die gebruik van ontwerpdenke, in plaas daarvan om dit deurgaans met die prestasie-metingsprosesse te integreer. Geïntegreerde prestasiemeting geniet egter nou toenemende internasionale aandag binne die KMO-konteks, weens die moontlike strategiese voordele van ontwerpdenke. Terwyl navorsing oor prestasiemeting egter in Suid-Afrikaanse KMO's groei, ontbreek daar nogtans praktiese perspektiewe. Dit is kommerwekkend, aangesien 'n gebrek aan kennis oor en begrip van prosesse wat tydens prestasiemeting gevolg word die KMO-sektor kan ontneem van die voordele van geïntegreerde denke vir organisatoriese volhoubaarheid. Empiriese data is van veertien KMO's ingesamel deur die gebruik van semi-gestruktureerde onderhoude, gevalle- en dokumentêre-ontleding, asook fokusgroepbesprekings wat met eienaarbestuurders gevoer en daarna ontleed is. Die bevindinge dui aan dat beide kontekstuele en konseptuele faktore tot prestasies van ’n onderneming bydra en dat begrip vir die prosesse en werksverrigting, asook die uitvoering en opsporing van die uitwerking daarvan op prestasiemeting, noodsaaklik is. Vier prosedurefases van 'n geïntegreerde prestasiemetingsraamwerk het uit hierdie ontleding het na vore gekom, naamlik pre-strategiebeplanning, strategiebeplanning, strategie-implementering en post-strategie implementering. Hierdie fases veroorsaak aksies wat interaksie tussen leierskap en belanghebbendes lei en ondersteun, en moedig iterasie tussen denke, strewe en die werklike ontdekking van sleuteldrywers aan om prestasie te monitor, verbeter en verander. Die bevindings dui daarop dat die integrasie van prestasiemeting moontlik is met ’n tipe gebalanseerde telkaart en sommige ontwerpverwante denkbeginsels wat aangekweek word in watter proses ook al beskou word as die natuurlike om te konfigureer, verbeter en ontwikkel deur hierdie iterasie tussen denke en aksie. Die implikasies sluit dus die behoefte in van ’n onderneming deur KMO's om prestasiemetingsinisiatiewe in hul huidige praktyke te fasiliteer. Daarbenewens moet die eienaars of bestuurders en beleidmakers oorweging skenk aan maniere om te help en ’n rol te speel in die bevordering en verbetering van KMO’s se vermoëns om prestasiemeting vir volhoubaarheid te integreer / College of Accounting Sciences / D. Phil. (Accounting Sciences)

The aim of this study is to assess the multi-disciplinary approach in the investigation of corruption in the South African public service. Data was collected by means of in-depth interviews conducted with members of the Directorate for Priority Crime Investigation’s Anti-Corruption Task Team to gain a comprehensive understanding of their experiences regarding the effectiveness of the Anti-Corruption Task Team in the investigation of corruption within the public service. In addition, the researcher conducted a comprehensive literature study of local and international legislation to curb corruption, supplemented with various multi-disciplinary approaches employed internationally. Furthermore, various global Anti-Corruption Agencies were studied to comprehend their functions and efficacy. The findings of the research identified and described various impediments facing the Anti-Corruption Task Team’s effectiveness in investigating corruption within the public service. As a result, this study recommends the need to establish a single Anti-Corruption Agency with a comprehensive mandate to prevent, investigate, and educate on corruption, to critically safeguard the independence of the Anti-Corruption Task Team against political interference, as well as the allocation of adequate resources and budget for its effective operation. The research identified best practices globally to combat corruption, which can be used to amend the current anti-corruption practices to suit the South African public service. Consequently, this study contributes significantly towards effective anti-corruption investigation in the South African public service. / Maikemišetšo a dinyakišišo tše ke go lekola mokgwa wa go kopanya dikarolo tše mmalwa tša thuto go nyakišiša bomenetša ka ditirelong tša setšhaba tša Afrika Borwa. Data e kgobokeditšwe ka mokgwa wa dipoledišano tše di tletšego tšeo di dirilwego le maloko a Sehlophatšhomo sa Twantšho ya Bomenetša sa Ofisi ya Molaodimogolo wa Dinyakišišo tša Bosenyi bjo Bogolo go hwetša kwešišo ya maitemogelo a bona a go šoma ga Sehlophatšhomo sa Twantšho ya Bomenetša mo go nyakišišeng bomenetša mo ditirelong tša setšhaba. Go tlaleletše, monyakišiša o dirile dinyakišišo tše di tletšego tša dingwalwa tša peomolao ya gae le ya ditšhabatšhaba tšeo maikemišetšo a tšona e lego go fokotša bomenetša le mekgwa ya go kopanya dikarolo tše mmalwa tša thuto yeo e dirišwago ditšhabatšhabeng. Go tlaleletša, mekgatlo ya twantšho ya bomenetša bja lefase ya go fapana e nyakišišitšwe go kwešiša mešomo le mehola ya yona. Monyakišiši o utollotše le go hlaloša mapheko a go fapana go moholo wa dinyakišišo ka Sehlophatšhomo sa Twantšho ya Bomenetša mo bomenetšeng ka ditirelong tša mmušo. Ka lebaka leo, dinyakišišo di digela tlhokego ya go thoma mokgatlo o tee wa go lwantšha bomenetša wa taolela ye kgolo ya go thibela, go nyakišiša le go ruta ka ga bomenetša; go šireletša boikemelo bja sehlophatšhomo sa twantšho ya bomenetša le go thibela go tsenatsena ga dipolotiki; le go aba methopo yeo e lekanego le ditekanetšo gore e šome gabotse. Dinyakišišo di utollotše tirišo ye botse go feta ka moka lefaseng ka moka go lwantšha bomenetša, yeo e swanetšwego go mpshafatšwa go fihlelela dinyakwa tša ditirelo tša setšhaba tša Afrika Borwa. / Inhloso yalolu cwaningo ukuhlola inqubo ebandakanya amadisiplini ehlukene ukuphenyisisa ngenkohlakalo kwezezimali kumkhakha wabasebenzi bakahulumeni eNingizimu Afrika. Idata iqoqwe ngokwenza ama-interview ajulile enziwe nabethimba elilwisana nezinkohlakalo kwezezimali, i-Anti-Corruption Task team lwabophiko lwabenza uphenyiso lobugebengu obukhulu lwe-Directorate of Priority Crime Investigation ukuthola ukuqondisisa okujulile ngezipiliyoni zabo ngokusebenza ngendlela enomphumela kwethimba le-Anti-Corruption Task Team ekuphenyisiseni ngenkohlakalo kwezezimali kumkhakha wabasebenzi bakahulumeni. Nangaphezu kwalokho, umcwaningi uye wafunda ngokujulile ngemibhalo yocwaningo imibhalo yemithetho yezwe kanye nemithetho yamazwe omhlaba enenhloso yokulwisana nenkohlakalo kwezezimali, kanye nezinqubo ezihlanganisa amadisiplini ehlukene ezisetshenziswa kumazwe omhlaba. Nangaphezu kwalokho, ama-ejensi omhlaba alwa nezinkohlakalo nawo kwafundwa ngawo ukuqondisisa imisebenzi yawo kanye nemiphumela yemisebenzi yawo. Umcwaningi waphawula kanye nokuchaza izihibe ezihlukene maqondana nokusebenza ngendlela enomphumela kophenyisiso olwenziwa ngabethimba le-Anti-Corruption Task Team kwinkohlakalo kwezeziali emkhakheni wabasebenzi bakahulueni. Ngenxa yalokhu, ucwaningo luncoma isidingo sokuthi kusungulwe i-ejensi eyodwa enamagunya ajulile okuvimbela, ukuphenyisisa kanye nokufundisa ngezindlela zokulwa nenkohlakalo kwezezimali; ukuvikela ukuzimela kwethimba lokulwa nenkohlakalo kanye nokuvimbela ukuthi ithimba lingaphazanyiswa ngabezepolitiki; kanye nokuhlinzeka ngemithombo eyenele kanye namabhajethi ukuze ithimba lisebenze kahle ngendlela enomphumela. Ucwaningo luphawule izindlela ezingcono kuwo wonke umhlaba zokulwa nenkohlakalo kwezezimali, kanti futhi lezi zinqubo kumele zichitshiyelwe noma zihlelwe kabusha ukuhlangabezana nezidingo zomkhakha wabasebenzi bakahulumeni eNingizimu Afrika. Kanti-ke futhi emuva kwalokho, lolu cwaningo luthela esivivaneni kuphenyisiso olunomphumela lokulwa nenkohlakalo kwezezimali okwenziwa kumkhakha wabasebenzi bakahulumeni eNingizimu Afrika. / Criminology and Security Science / Ph. D. (Criminal Justice)

Abstracts in English, Ndebele, Zulu and Venda / The study aimed to explore teachers’ experiences and to discover challenges encountered by mainstream teachers in the inclusion of learners with diverse barriers to learning in the Foundation Phase mainstream classrooms in the Vaal, Gauteng region. The study provides strategies that can be utilised by the teachers to enhance inclusive education practice in mainstream classrooms. Ten teachers were purposively selected from five mainstream primary schools with two participants from each school. All participants were grade three Foundation Phase teachers. Data were collected through in-depth interviews that enabled the researcher to delve deeply and find rich and relevant information for the study. For triangulation purposes, the researcher made use of document analysis as a second method of collecting data for this study. The study followed a qualitative data analysis method which derived the information from the perceptions of the informants and formed significant themes. The study revealed that teachers are challenged greatly by a lack of knowledge and skills to address diverse learning disabilities adequately; initial training that is ineffective in dealing with learners with diverse barriers to learning; a gap of knowledge that exists between theory and practice; a lack of adequate resources; poor infrastructure; large numbers of learners in a class; a lack of support from District Based Support Teams; and an inflexible curriculum. The study recommends collaborated teaching where teachers learn from each other; peer teaching; teacher exchange programmes; curriculum modification that caters for learners with barriers to learning; and workshop training that focuses on practical skills that will enhance inclusive education in mainstream schools. / Irhubhululo belinqophe ukuphenya ilwazi elihlangabezana nabotitjhere kanye nokuveza iintjhijilo ezihlangabezana nabotitjhere bomkhakha wefundo omkhulu lokha nakufakwa abafundi abaneenqabo ezahlukahlukeneko eziphazamisa ukufunda ematlasini weSigaba esisiSekelo (Foundation Phase) eLigwa (Vaal), esiyingini esise-Gauteng. Irhubhululo linikela amano lawo angasetjenziswa botitjhere ukuqinisa ihlelo lefundo efaka woke umfundi ematlasini womkhakha wefundo omkhulu. Abotitjhere abalisumi bakhethwe ngehloso eenkolweni zomkhakha omkhulu, eenkolweni ezihlanu zamabanga aphasi, kanti zinabadlalindima ababili abavela kuzo zohlanu iinkolo. Boke abadlalindima bekubotitjhere abaphuma kuGreyidi 3 wesikolo esisesiGabeni esisiSekelo. Idatha ibuthelelwe ngokusebenzisa iinhlolombono ezidephileko ezisize umrhubhululi bona angene atjhinge bese athole ilwazi lesifundo elinothileko nelifaneleko. Ngokulandela iinzathu zokusebenzisa iindlela ezinengi zokubuthelela idatha, umrhubhululi usebenzise ihlelo lokutsenga umtlolo (document analysis) njengendlela yesibili yokubuthelela idatha yaleli rhubhululo. Irhubhululo lilandele indlela yokutsenga enamathele kwingcoco, mayelana nokuhlukanisa ngeengaba kwedatha etloliweko, okuyidatha leyo umcwaningi ayisusele emiqondweni yabadlalindima begodu yakha iindikimba eziqakathekileko. Irhubhululo liveze ukuthi abotitjhere bahlangabezene neentjhijilo eziqakathekileko ezimalungana nokulandelako: Ukutlhayela kwelwazi namakghono ukulungisa ngokwaneleko iinkhinyabezo zokukhubazeka ezihlukahlukeneko; ibandulo lokuthoma elingasebenzi kuhle malungana nokuqalana nabafundi abanokukhubazeka okusiqabo eziphazamisa ukufunda; isikhala selwazi esikhona phakathi kwethiyori kanye nokwenza; ukutlhayela kwemithombo eyaneleko; umthangalasisekelo omumbi; imbalo ephezulu yabafundi abagcwele ngetlasini; ukutlhayela kwesekelo elivela eenqhemeni ezidzimelele kudistriki; kanye nekharikhyulamu e ngatjhugutjhugulukiko. Irubhululo lincoma ihlelo lokufundisa elitjhebisanako, lapho abotitjhere bafunda komunye; ukufundisana kwabafundi; amaphrogremu wokutjhentjhisana ngabotitjhere; ukutjhugululwa kwekarikhyulamu efaka abafundi abaneenqabo ezibavimbela ukufunda; kanye nesifundobandulo esiqale ekufundiseni amakghonofundwa wokusebenza azokusiza ukuqinisa ihlelo lefundo efaka woke umfundi eenkolweni zomkhakha wefundo omkhulu. / Ucwaningo beluhlose ukuphenya izinto ezihlangabezana nothisha kanye nokuveza izinselele ezihlangabezana nothisha abakwingxenye enkulu yemfundo kanti kuxutshwa phakathi abafundi abanezihibhe ezahlukahlukene eziphazamisa ukufunda emagunjini okufunda aseSigabeni esiyisiSekelo (Foundation Phase) ngase-Vaal, esifundeni sase-Gauteng. Ucwaningo lunikeza amasu angasetshenziswa wothisha ukuqinisa uhlelo lwemfundo oluxuba wonke umfundi emagunjini okufunda. Othisha abayishumi bakhethwe ngenhloso kwizikole zemfundo esebangeni eliphansi, kanti abadlalindima ababili bavela kuzo zonke lezo zikole. Bonke abadlalindima abangothisha ababekwiGreyidi 3 ye-Foundation Phase. Idatha yaqoqwa ngokusebenzisa izinhlolovo ezijulile ezasiza umcwaningi ukuba agxile ngokujulile futhi athole ulwazi olunothile nolufanele lwalesi sifundo socwaningo. Ngenhloso yokusebenzisa izindlela eziningi zokuqoqwa kwedatha, umcwaningi wasebenzisa uhlelo lokuhlaziya umbhalo njengendlela yesibili yokuqoqa idatha yalolu cwaningo. Ucwaningo luye lwalandela uhlelo lokuhlaziya idatha olugxile kwingxoxo (qualitative data analysis method), mayelana nokwehlukanisa ngezigaba kwedatha ebhalwe phansi, okuyidatha umcwaningi ayisusele kwimiqondo yabadlalindima kanti futhi iye yakha izindikimba ezisemqoka. Ucwaningo luveze ukuthi othisha bahlangabezene nezinselelo ezisemqoka mayelana nalokhu okulandelayo: ukusweleka kolwazi kanye namakhono okulungisa ngokwanele izihibhe eziphazamisa ukufunda; ukuqeqeshwa kokuqala okungenamthelela omuhle ekubhekaneni nabafundi abanezihibhe ezahlukahlukene zokufunda; isikhala solwazi esikhona phakathi kwethiyori kanye nalokho okuyizenzo eziphathekayo; ukusweleka kwemithombo yolwazi eyanele; ukwentuleka kwemithombo eyanele; ingqalasizinda engathokozisi; inani eliphezulu labafundi emagumbini okufunda; ukusweleka koxhaso oluvela kumaqembu axhasayo esifundazwe; kanye nohlelo lwemfundo oluqinile. Ucwaningo luncoma uhlelo lokufundisa olusebenzisanayo, lapho othisha bafunda komunye; ukufundisana kwabafundi; izinhlelo zothisha zokuphakelana ngolwazi; ukuguqulwa kwekharikhyulamu efaka abafundi abanezihibhe ezibaphazamisa ukuthi bafunde; kanye nezinhlelo zokuqeqeshwa eziphokophele kuqeqesho lwamakhono okukhombisa ngezenzo, okungamakhono azoqinisa uhlelo lwemfundo oluxuba wonke umfundi kwizikole zengxenye yomkhakha wemfundo omkhulu. / Ṱhoḓisiso yo livhiswa kha u wanulusa tshenzhelo dza vhadededzi na u wanulusa khaedu dzine dza ṱangana na vhadededzi vhane vha funza kha zwikolo zwa vhagudiswa vha re na tshumelo dzo khetheaho musi vha tshi katela vhagudiswa vha re na zwithivheli zwa u guda zwo fhambanaho kha u guda kha Vhuimo ha Fhasi kiḽasini dza vhagudiswa vha si na tshumelo dzo khethea ngei Vaal, kha dzingu ḽa Gauteng. Ṱhoḓisiso yo ṋetshedza zwiṱirathedzhi zwine zwa nga shumiswa nga vhadededzi u khwinisa maitele a pfunzo nyangaredzi kiḽasini dza vhagudiswa vha si na tshumelo dzo khetheaho. Vhadededzi vha 10 vho nangwa ho sedzwa vhukoni u bva kha zwikolo zwa phuraimari zwiṱanu zwa vhagudiswa vha si na tshumelo dzo khetheaho. Vhadzheneleli vhoṱhe vho vha vhadededzi vha Gireidi ya 3 ya Vhuimo ha Fhasi. Data yo kuvhanganyiwa nga kha inthaviwu dzo ṱanḓavhuwaho ine ya konisa muṱoḓisisi u ṱoḓisisa nga vhudzivha na u wana mafhungo o pfumaho o teaho kha ngudo. Kha ndivho tharu, muṱoḓisisi o shumisa u saukanya ḽiṅwalwa sa ngona ya vhuvhili ya u kuvhanganya data ya ṱhoḓisiso iyi. Ngudo yo tevhedza ngona ya u saukanya ya khwanthithathivi data, u ya nga khethekanyo ya data yo ṅwalululwaho ye muṱoḓisisi a i bvisa kha kuvhonele kwa vhadzheneleli na u vhumba thero dza ndeme. Ṱhoḓisiso yo wanulusa uri vhadededzi vha tshenzhela khaedu dza ndeme musi zwi tshi ḓa kha zwi tevhelaho: u sa vha na nḓivho na zwikili u amba nga ha zwithivheli zwa u guda zwo fhambanaho nga nḓila yo teaho, vhugudeli thangeli vhu songo teaho kha u shumana na vhagudiswa vha re na zwithivheli zwa u guda zwo fhambanaho; phambano ya nḓivho ine ya vha hone vhukati ha thiori na nyito; ṱhahelelo ya zwishumiswa zwo teaho; ṱhahelelo ya themamveledziso; tshivhalo tshinzhi tsha vhagudiswa kiḽasini; u sa wana thikhedzo u bva kha thimu dza thikhedzo dza tshiṱiriki; na kharikhuḽamu ine ya thivhela u swikelela ṱhoḓea dzo fhambanaho dza vhagudiswa. Ngudo yo themendela tshumisano kha u funza, hune vhadededzi vha guda u bva kha muṅwe, pfunzo ya thangana ya murole, mbekanyamushumo dza u tshintshisana ha vhadededzi; u khwinisa kharikhuḽamu dzine dza katela vhagudiswa vha re na zwithivheli zwa u guda; na vhugudisi ha u pfumbudzwa ho sedzaho kha zwikili zwine zwa ḓo khwinisa pfunzonyangaredzi kha zwikolo zwa vhagudiswa vha si na tshumelo dzo khetheaho. / Inclusive Education / M. Ed. (Inclusive Education)