Univen :: Home

Welcome to the University of Venda Institutional Repository, an open digital archive of the research output of the University of Venda. Univen IR contains theses and dissertations, research papers as well as conference papers. For further information and assistance please contact Mr Keith Malabi at +27 15 9628564 or +27 15 962 8314 during office hours

Recent Submissions

Item

Embargo

Principals’ Curriculum Management Role for Promoting Quality Teaching and Learning in Mopani West District of the Limpopo Province, South Africa

(2026-05-19) Malatji, Maruping; Litshani, N. F.; Bessong, A. R. O.; Bessong, A. R. O.

The study focused on Grade 12 learners’ underperformance in Mopani West District of Limpopo Province, South Africa. This case study aimed to explore school principals’ curriculum management roles that can impact the performance of Grade 12 learners in Mopani West District secondary schools. The study was premised on the constructivism paradigm and was underpinned by Hersey and Blanchard's Situational Leadership and Likert’s (1961) Participative Management Theories. A qualitative research methodology was employed. The population of the study comprised of principals from 11 secondary schools of Thabina Circuit in Mopani West District. A purposive sampling procedure was utilised to select a sample of 6 school principals of Thabina Circuit in Mopani West District. In-depth data was collected using semi-structured individual interviews with six sampled principals. Document analysis and an on-site observation checklist were also used to collect data. The findings included: principals play a pivotal curriculum management role of monitoring teaching and learning, functional management of planning, organising, leading or directing and controlling as well as instructional leadership. The most challenging issues for curriculum management are workload, high work-related pressure, shortage of resources, lack of facilities and lack of parental support. The study recommends among others, that effective strategies for resolving curriculum management challenges entail delegation of responsibility, data-driven strategy, collegial decision making, collaboration, partnership, curriculum coverage and parental involvement. Principals should play their respective crucial curriculum management roles for promoting quality teaching and learning by eradicating all types of Grade 12 learners’ underperformance in schools. Principals should also consistently attend teacher development programmes to improve their knowledge and skills about curriculum management for promoting quality teaching and learning. Moreover, principals should adopt curriculum management and implementation strategies such as curriculum monitoring, evaluation, and assessment in order to improve and sustain the quality of teaching. and learning. The DBE should develop policies for efficient curriculum management while appointing education specialists to workshop principals on the new models of curriculum management and implementation. A Combinational Curriculum Management Model (CCMM) is suggested to principals for effective curriculum management.

Item

Embargo

Christian Education as a Vehicle of the Liberation of a Black Child: A Critical Analysis of the Relevance of Christian Schools in Vhembe District, South Africa

(2026-05-19) Khomola, Talifhani; Mudimeli, L. M.

The initial findings indicate that Christian schools in the Vhembe District fail to significantly impact their communities, rendering them ineffective private institutions that inadequately handle local issues. However, there is a lack of study investigating the effectiveness of Christian school instruction within the Vhembe District communities in the current South African context. This study investigated the importance and effectiveness of Christian education in emancipating Black children from the existing challenges in Black communities. The Vhembe District in northern South Africa is remarkable for its unique socio-economic and cultural context, presenting considerable challenges and potential for Christian education and the emancipation of Black children. The emergence of Christian Education has added a unique and vital aspect to academic debate, integrating the principles and teachings of Christianity. Christian education possesses a rich history dating back to the first century, during which it profoundly impacted students' intellectual and emotional growth, fostering a creative and comprehensive approach to learning aimed at influencing the wider community. This study is essential, as it examines Christian schools in the Vhembe District and analyses Christian education and liberation theology books to empower Black children in South Africa and tackle the current difficulties facing numerous Black communities. A qualitative study methodology has been utilised to examine the issue and propose solutions that empower Christian schools to leverage Christian education for the liberation of Black children in the Vhembe district. The research was organised into four models: exploratory, descriptive, normative, and action research. The project has utilised focus groups, literature reviews, and semi-structured interviews for data collection. The expected outcome of this research is that Christian Education may be regarded as a pedagogical paradigm from an African viewpoint within black communities, functioning as an instrument for Black Theology of liberation that could liberate black communities and children, while also assessing the significance of Christian school education in the Vhembe District in the current context. Investigating the importance of Christian education as a tool for emancipating a black (African) child is both essential and pressing.

Item

Embargo

Analysis of the Profitability of Conservation Agriculture for Participating Smallholder Maize Farmers in the Vhembe District of Limpopo Province

(2026-05-19) Mulaudzi, Rudzani Grace; Zuwarimwe, J.; Manjoro, M.

Sustainable increase in maize yield for smallholder farmers demand complementary technologies and supporting policies. In South Africa, the adoption efforts for conservation agriculture have been done without a consideration of the economic viability of maize production for smallholder farmers. This study aims to analyze the profitability of conservation agriculture for participating smallholder maize farmers in Vhembe District of Limpopo Province. This study used probability sampling and simple random sampling to sample 337 smallholder maize farmers from four Vhembe District local municipalities. Research design was mixed-method approach used to solicit data from sampled smallholder maize farmers. The objectives were to characterize smallholder maize farmers, to investigate factors and perceptions influencing the adoption of CA among smallholder farmers, to assess the economic viability of CA and lastly to propose a framework for sustainable agricultural practices. Descriptive results indicates that majority of the respondents were female (53.71%), majority of the participants (66,.77%) were aged above 51 years of age, majority (76%) of the participants adopted CA partially while the most adopted CA principle was crop rotation (24.03%) and only more than half (51.04%) did not have access to extension service and only 24.03% practiced crop rotation whereas only 17.51% of them have received full training on CA. Training could be associated with knowledge and therefore, lack of full training can explain partial adoption of CA by smallholder maize farmers in Vhembe District. Cross-tabulation results revealed that factors like age (p=0.001), knowledge (p=0.001) and training (p=0.036) influenced the adoption of CA. OLR findings emphasize that training effect had 2.17 times higher odds (95% CI:1.12-4.20) of being in higher adoption category (partial/full vs. non, or full vs. partial/non) and again, knowledge gradient posed a strong dose-response relationship: each knowledge level increase substantially raises the odds of adoption. The assessment of gross margins over the five-year period indicated a fluctuating pattern, where in years 1 (R21 537.85), 3 (R23 054.65), and 5 (R42 316.76) showcased a consistent upward trend in gross margins whereas year 2 ( R20 573.70) and year 4 (R22 658.58) revealed a decrease of gross margin. On ranking production inputs, fertilizer (R861.13) costs shows to be the main contributor while mulching costs was the lowest (R489.45). Both semi-log and double log models revealed that inputs variable remained highly significant (p<0.001) affirming its role as a strong predictor of profit. Moreover, AOV indicated that no-tillage variable significantly correlates with economic profitability, showing farmers not practicing no tillage with a mean yield of 4.15 (on the log scale), thus a higher yield compared to those who were practicing no tillage (mean=3.89). The assessment of gross margins over five years reveals insightful trends, highlighting the critical role of fertilizers and no-tillage practices in shaping economic profitability. The disparities observed across different years emphasize the need for flexible and adaptive farming strategies. Collaboration of key agricultural role players and needs-oriented CA support can play a vital role in the provision of inputs and targeted support to address inputs and CA compatible implements for sustainable and economic viable CA.

Item

Embargo

A framework for faciltating implementation of biogas technology in rural areas of South Africa

(2026-05-19) Rasimphi, Thilivhali Eugene; Tinarwo, David; Nyamukondiwa, Pertina

Access to reliable and clean energy remains a challenge in rural South Africa, where many households continue to depend on firewood and other traditional fuels. Although biogas technology has been introduced in several communities, its uptake remains limited. This has direct implications for rural development because unsuccessful energy initiatives weaken community trust, limit sustainability, and discourage future investment in local technologies. This study examined the factors that influence biogas adoption in rural Limpopo and developed a framework to guide successful implementation in line with rural development priorities. It explored barriers and opportunities, assessed household and stakeholder perceptions, and identified strategies for integrating biogas into rural economic and social systems. A qualitative research design was used, guided by grounded theory and the Systems Thinking Framework. Data was purposively collected from households, schools, and key stakeholders through observations and semi-structured interviews. Thematic content analysis, supported by NVivo and Atlas.ti 12.0, helped identify recurring patterns, systemic constraints, and feedback loops that shape adoption. Findings showed that socio-cultural beliefs, such as taboos around waste handling, along with low awareness of biogas benefits, limited uptake. Technical challenges, including poor maintenance skills and limited access to trained personnel, further restricted adaptability. Financial barriers, such as high upfront costs and constrained access to credit, also affected household investment decisions. Enabling factors included community participation in decision-making, cost-sharing, and municipal involvement in planning and policy alignment. The study found that successful biogas implementation requires participatory approaches that align with core rural development principles. The proposed framework highlights capacity building, community-based financing, and stronger links with agricultural activities to support productive use. By integrating social, economic, and environmental dimensions, the framework contributes to improved livelihoods, clean energy access, and greater resilience in rural communities. The study advances knowledge by applying systems thinking to renewable energy adoption and offers practical guidance for policymakers, funders, and practitioners. It also supports the Integrated Rural Development Sector Strategy (DALRRD, 2023) and Sustainable Development Goals (SDGs) by promoting sustainable livelihoods, poverty reduction, and social inclusion in rural South Africa.

Item

Embargo

Tsenguluso nga ha Thaidzo ya u Shumiswa ha Neolodzhizimu u bva kha Vhudavhidzani ha Matshilisano Zwikoloni zwa Sekondari zwo Nanguludzwaho Tshiṱirikini tsha Vhembe, Vunḓuni ḽa Limpopo, Afurika Tshipembe

(2026-05-19) Khethani, Nnyambeni Joyce; Raphalalani, M. R.; Tshikota, S. L.

Ngudo iyi i khou lwisa u bvisela khagala thaidzo ya u shumiswa ha neoḽodzhizimu nga vhagudiswa zwikoloni zwa sekondari zwo nanguludzwaho. Ṱhoḓisiso iyi yo ḓisendeka nga u sedzesa kha kuṅwalele na mupeleṱo uri hu kone u wanala phambano vhukati ha maipfhi a vhukuma na ane a khou sikwa u bva kha zwiko zwo fhambanaho. Ho sedzwa na zwiko zwa neolodzhizimu na tshaka dza neolodzhizimu. Ho sedzwa na tshinyalelo ine ya khou vhangwa nga maipfhi a neolodzhizimu kha maṅwalwa a vhagudiswa zwikoloni.Ho shumiswa ngona ya khwaḽithethivi. Data yo kuvhanganywa kha vhavhudziswa vha mahumimararu. Afha ndi hune ho katelwa vhadededzi vha fumi, ṱhoho dza muhasho dza fumi na vhagudiswa vha fumi (10). Kha u sengulusa mafhungo ho shumiswa “content analysis”. Kha u kuvhanganya mafhungo ho shumiswa mbudzisavhathu na mbudziso. Sambula ho shuma ya khonadzeo ya u sa nangwa ya ndivho hune mudzulapo muṅwe na muṅwe ha vha na khonadzeo yauri a nga nangwa.Sambula iyi yo shumiswa u itela u wana vhavhudziswa vha re na tshenzhemo nga ha ṱhoḓisiso.