A meso-strategy to raise awareness of HIV/AIDS in secondary schools in the Limpopo Province.
- Authors: Netshikweta, Nevari David
- Date: 2008-06-09T07:13:45Z
- Subjects: Limpopo ( South Africa ) , safe sex in AIDS prevention , AIDS ( Disease ) prevention
- Type: Thesis
- Identifier: uj:9220 , http://hdl.handle.net/10210/566
- Description: M.Ed. , One of the greatest challenges facing the youth of South Africa and that of the rest of the world is HIV/AIDS. As the number of infected teachers and pupils increase, it can be expected that quality education will decrease. At present there seems to be no medical solution to the HIV/AIDS threat. Although different stakeholders are providing means of minimising the spread of the pandemic, HIV still remains a threat to the society. Most of the youth engage in sexual activities while they are still young. If the HIV virus is spread through unprotected sex with an infected person, the need to adopt certain strategies that can assist them to stay safe, becomes essential. This project will focus on different strategies that can be employed to fight and win the battle against HIV/AIDS in secondary schools in the Limpopo Province. , Dr. M.C. Van Loggerenberg
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Attitudes of special school teachers towards inclusion.
- Authors: Kubyana, Kgaugelo Daphney
- Date: 2008-08-26T06:35:52Z
- Subjects: Special education teachers , Limpopo ( South Africa ) , Inclusive education
- Type: Thesis
- Identifier: uj:3971 , http://hdl.handle.net/10210/932
- Description: The study focuses on the attitudes of teachers towards inclusive education that is phased in according to White Paper 6 on inclusive education. Since the first democratic elections in South Africa in April 1994, a general feeling of optimism and a common commitment to improving the quality of education has emerged and many changes have taken place. The basis of this change is laid by the constitution of the country and the Bill of Rights that ensures the rights of all civilians including those of learners towards education. Furthermore the rights of all learners towards their education is categorically emphasised in White Paper 6. White Paper 6 is a policy document which upholds inclusive education and is in accordance with international trends whereby all learners including those with barriers to learning have a right to an education of their choice wherever its practicable. White Paper 6 of 2001 makes reference to the need to remove these barriers in favour of effective learning for all learners irrespective of their barriers to learning. In the process of learning, teachers always play an important role. In much local and international literature where inclusion and teachers’ attitudes have been studied it has been found that positive attitudes in teachers towards inclusive education play an important role in the implementation process of inclusive education. It was also clear from the literature that negative attitudes makes teaching in an inclusive educational setting negative. In South Africa inclusive education is in the process of being implemented. Therefore, it is important to determine what the attitudes of teachers are towards inclusive education. Furthermore, the purpose of this study is to gain insight into teachers’ attitudes towards inclusive education. The data gathered will be helpful in training teachers, policy implementation towards facilitation of the development of positive attitudes and process of inclusive education. In achieving this of identifying the attitudes of special school teachers towards inclusive education, one focus group and two individual interviews were conducted at two special schools. From the analysis of data, it was apparently clear that teachers demonstrated negative attitudes towards inclusive education. The transcribed data of the interviews were analysed through the constant data analysis method as a “process whereby data gradually evolves into a core of emerging theory” (Merriam, 1998:191). In the dynamic and complex process of meaning making of data, five themes were eventually identified among the separate sub-themes to establish the main patterns for the data. In an effort to establish more positive attitudes in general towards inclusive education it would probably be advisable for government to take note of these negative attitudes and train teachers towards a more accepting changing of roles. , Prof. J. Pillay
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Integrating computers in a rural South African school.
- Authors: Selane, Lacton Maake
- Date: 2009-02-05T07:15:12Z
- Subjects: Limpopo ( South Africa ) , educational technology , computer-assisted instruction , secondary education
- Type: Thesis
- Identifier: uj:8099 , http://hdl.handle.net/10210/2027
- Description: M.Ed. , The advent of computers and information technology in society has generally contributed to the rethinking of a range of the practices in the education system. Today’s students live in an increasingly complex technological world, and there has been an increase of the importance of technology in the world. The importance of computers in business and the society cannot be overemphasized and there is much need to incorporate them into the school curriculum to assist learners with expected skills. The effect of the global economy has influenced the importance of Information Technology in education. The main purpose of this study was to evaluate the integration of computers in a selected rural South African secondary school in the Limpopo Province, situated in the Mopani District, one of the six in the province. Qualitative research approach is used in this study and the research method is a case study method. Data collection techniques for this study were done by means of interviews, observations, conversations and questionnaires. The research findings in this study indicated that learners and educators alike at the selected school are aware of the benefits of computers in education in general. Learners are aware that possessing computer skills might assist them one way or another when they search for employment after they finish their school. However it emerged that they are not provided with adequate opportunities to be able to acquire the necessary skills. Among the factors that emerged as obstacles to computer integration at the selected school were lack of teacher development, lack of government support, shortage of funds and skilled staff. Teacher training emerged as the most important aspect to be addressed because teachers play an important role in the education of learners. Continuous educator development should be a priority of the department of education. It is further recommended that there should be a way to look at the feasibility of policy frameworks.
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Re-tooling and re-skilling of educators in multigrade schools : promoting quality education in farm schools.
- Authors: Litshani, Ndanganeni Florence
- Date: 2008-08-26T06:37:08Z
- Subjects: education , training of teachers , competency-based education , Limpopo ( South Africa )
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/385137 , uj:4037 , http://hdl.handle.net/10210/938
- Description: Multi-grade education is currently a national priority. Situational analyses carried out by Adele Gordon (1987, 1999), Grey (2001), Lungwangwa (2000) and Potenza (2000) have indicated that quality education in multigrade schools is suffering. Visits to farms in South Africa by journalists of leading newspapers like Jabusi, Letsaoleo, Mecoamere (Sowetan, 1999 & 2000) and Thompson and Mboyane (City Press, 1999 & 2001), respectively, have confirmed the findings in respect of farm schools, leading to this study. Attempts were made from 1980 to 1988 to address these problems. The previous Department of Education and Training (DET) implemented a programme to assist and develop farm schools. This programme was the result of the recommendations of a synthesis report in 1986 on black schools in rural areas, including farm schools. A number of reports and memoranda contributed to the above programme, for example: • a memorandum about the upgrading of farm school education; • a committee report on the provision of education on smallholdings and small farms; and • an investigation into the facilities available to learners in rural areas (July 1983). A new view of multi-grade schools in the Limpopo province is related to a study undertaken in 2000 by Professor Geoffrey Lungwangwa. Although the study concentrated on the Limpopo province, the findings and recommendations were submitted so that they could be applied nationally, some even worldwide. These findings and recommendations were presented at national level during the UNICEF conference in Durban during 2000. Workshops were scheduled throughout the country to address the recommendations of the studies of 2000. These recommendations largely involved the services of NGO's. The NGO's had a lion's share in the recommendations, as indicated by those who participated in the study. It appeared that districts were not up to standard. They had no structures in place to address the challenges of multi-grade teaching. It was also evident that districts had no programme to present and were looking for a way to remedy the situation. The NGO's in the districts were consequently appointed. , Prof. T.C. Bisschoff
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The continuous professional development of educators with regard to the implemmentation of OBE in the Limpopo Province.
- Authors: Malada, Ndinannyi Brutus
- Date: 2008-09-09T08:58:45Z
- Subjects: training of teachers , in-service training of teachers , competency based education , curriculum planning , Limpopo ( South Africa )
- Type: Thesis
- Identifier: uj:10527 , http://hdl.handle.net/10210/1004
- Description: This study aimed to explore the development and experiences of teachers in the implementation of OBE in Mutale Educational District of Limpopo province. In order to achieve this goal, a thorough literature review was conducted and selected Teachers from schools located in the district, Education Specialists and Curriculum Advisors were also interviewed. Informed by the findings and literature, this study argues that school-based model of teacher development, where teachers are partners in their development, is the most suitable in the current curriculum transformation agenda in South Africa. It further alludes to the fact that teacher development would lead to effective curriculum implementation and by extension lead to effective learning in the schools. , Dr. M.C. Loggerenberg
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The impact of HIV/AIDS and STI's in secondary schools in the Limpopo province.
- Authors: Moila, Mohale Joseph
- Date: 2008-06-09T07:20:50Z
- Subjects: AIDS ( Disease ) , sexually transmitted diseases , Limpopo ( South Africa )
- Type: Thesis
- Identifier: uj:9297 , http://hdl.handle.net/10210/573
- Description: The topic of the study is The Impact of HIV/AIDS and STIs in Secondary Schools in the Limpopo Province. The impact of HIV/AIDS and STDs on educators and learners in secondary schools is problematic. These epidemics are associated with an increase in absenteeism, requests for time off, emotional problems, changes in attitudes, overload on the side of teachers, unexpected deaths, increasing demands being made on medical aid schemes, as well as disability and malfunctioning of people and structures. The standard of education is deteriorating because of these diseases. Similarly, there is the need for managing the effects of these epidemics. This study employs participatory action research. The quantitative method is utilized in the study. The questionnaire is used as an instrument of measurement. The most important findings are as follows: • There is an increase in absenteeism for both learners and educators. • Learners’ performance is deteriorating. • Participation of learners in sport and extra-mural activities is decreasing. • Teachers’ productivity is deteriorating. • Depression is taking its toll both among learners and educators. • There is a high rate of dropouts. , Dr. M.C. van Loggerenberg
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