GRADE R TEACHERS’ VIEWS ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN RURAL SCHOOLS OF LIMPOPO PROVINCE, SOUTH AFRICA

2016 ◽  
Author(s):  
Dikeledi Mahlo
Keyword(s):  
South Africa ◽  
Inclusive Education ◽  
Rural Schools ◽  
Limpopo Province

Complexities of Leading Rural Schools in South Africa: Learning from Principals’ Voices

2020 ◽  
Vol 16 (2) ◽  
pp. 225-253
Author(s):  
Phumlani Erasmus Myende ◽  
Selaelo Maifala
Keyword(s):  
South Africa ◽  
Qualitative Study ◽  
Rural Schools ◽  
Limpopo Province ◽  
What Works ◽  
Interpretive Paradigm ◽  
Encounter Complex ◽  
Multiple Challenges ◽  
Administrative Tasks

This article reports the findings of a qualitative study that examined what it means to be a principal in the context of rurality. We argue that principals in the 21st century encounter complex work situations that make it hard for them to manoeuvre. Furthermore, for principals in the context of rurality, such complexities pose multiple dilemmas, given that rurality exposes principals to multiple challenges. Using a case study within an interpretive paradigm, we interviewed and observed five principals from rural schools in the Limpopo province. The study found that principals’ leadership focuses dominantly on administrative tasks. It further identified social and institutional complexities that principals encounter and argues that these complexities compel to treat rural schools as systems. While we hail this view of schools, it emerged that some units of the system appear to be thwarting the progress of principals in leading rural schools. We conclude that, at times, principals’ leadership in the context of rurality can be defined as a leadership that shuns policies and issues of social justice for the purpose of finding what works in their contexts.

Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

2021 ◽  
pp. 1-20
Author(s):  
Samuel Maredi Mojapelo ◽  
Oluwole O. Durodolu
Keyword(s):  
South Africa ◽  
Rural Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Information Needs ◽  
Basic Education ◽  
Limpopo Province ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Teacher Librarians

Universally, information and communications technologies (ICTs) have revolutionised multiple ways of executing tasks in many sectors. In the education sector, ICTs provide a scaffold to enhance technology-driven teaching and learning information needs of the teachers and learners in a school environment. The aim of the study was to investigate the availability and use of ICTs in library facilities in primary schools in disadvantaged rural communities in Limpopo province, South Africa. The study targeted all 18 primary schools in Lebopo Circuit of Mankweng Cluster. Self-administered questionnaires were used to collect data from teacher-librarians who attended a school library workshop at a local high school. Purposive sampling was employed in the selection of the teacher-librarians and all 18 schools were represented by one teacher-librarian. The findings indicate that there are few ICTs used by the teachers to enhance teaching and learning in different library facilities in disadvantaged rural schools. The study recommends that additional ICTs should be procured by the Department of Basic Education (DBE) for distribution to all schools to mitigate technology-driven information needs of teachers and learners. Furthermore, as vandalism was cited as a challenge in all schools, security needs upgrading to protect the few available ICTs.

Lived Experiences of Young People who Live with Mental Healthcare Users in Limpopo, South Africa

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Mamakota Maggie Molepo ◽  
Faniswa Honest Mfidi
Keyword(s):  
South Africa ◽  
Mental Illness ◽  
Young People ◽  
Lived Experiences ◽  
Daily Living ◽  
Support Systems ◽  
Family Members ◽  
Mental Healthcare ◽  
Limpopo Province ◽  
Burden Sharing

Mental illness is more than just the diagnosis to an individual – it also has an impact on the social functioning of the family at large. When a parent or relative has a mental illness, all other family members are affected, even the children. The purpose of the study was to provide insight into the lived experiences of young people who live with mental healthcare users and the way in which their daily coping can be maximised. A qualitative, descriptive, phenomenological research was undertaken to explore and describe the lived experiences of young people who live with mental healthcare users in the Limpopo province, South Africa. Audiotaped, unstructured in-depth interviews were conducted with 10 young people who grew up and lived with a family member who is a mental healthcare user in their homes, until data saturation was reached. A content analysis was used to derive themes from the collected qualitative data. Four major themes emerged as features reflective of the young people’s daily living with mental healthcare user, namely psychological effects, added responsibilities, effects on school performances, and support systems. This study recommends that support networks for young people be established through multidisciplinary team involvement and collaboration and the provision of burden-sharing or a relief system during times of need. With the availability of healthy coping mechanisms and support systems, the daily living situations and coping of young people could be maximised, thereby improving their quality of life while living with their family members with mental illness.

Ores Sources, Smelters and Archaeometallurgy: Exploring Iron Age Metal Production in the Southern Waterberg, South Africa

2013 ◽  
Vol 11 (2) ◽  
pp. 243-267 ◽  
Author(s):  
Foreman Bandama ◽  
Shadreck Chirikure ◽  
Simon Hall
Keyword(s):  
South Africa ◽  
Iron Age ◽  
Southern Africa ◽  
Mineral Resources ◽  
Limpopo Province ◽  
Metal Working ◽  
Cultural Interaction ◽  
Metal Production ◽  
European Colonization ◽  
Sem Analyses

The Southern Waterberg in Limpopo Province is archaeologically rich, especially when it comes to evidence of pre-colonial mining and metal working. Geologically, the area hosts important mineral resources such as copper, tin and iron which were smelted by agriculturalists in the precolonial period. In this region however, tin seems to be the major attraction given that Rooiberg is still the only source of cassiterite in southern Africa to have provided evidence of mining before European colonization. This paper reports the results of archaeological and archaeometallurgical work which was carried out in order to reconstruct the technology of metalworking as well as the cultural interaction in the study area and beyond. The ceramic evidence shows that from the Eiland Phase (1000–1300 AD) onwards there was cross borrowing of characteristic decorative traits amongst extant groups that later on culminated in the creation of a new ceramic group known as Rooiberg. In terms of mining and metal working, XRF and SEM analyses, when coupled with optical microscopy, indicate the use of indigenous bloomery techniques that are widespread in pre-colonial southern Africa. Tin and bronze production was also represented and their production remains also pin down this metallurgy to particular sites and excludes the possibility of importing of finished tin and bronze objects into this area.

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