Faculty of Humanities, Social Sciences and Education

Permanent URI for this community

https://univendspace.univen.ac.za/handle/11602/1896

Browse

Now showing 1 - 20 of 534

Open Access
The perception of Grade One teachers towards the use of educational technology in implementation Curriculum 2005: a case in the Northern Province (Region 3)
(2000-05-16) Rambani, Tanganani Esther; Bayona, E. L. M.
The research study was initiated to investigate the challenges faced by secondary school educators with regard to the management of teenage mothers who receive child support-grant in Sibasa Circuit of the Vhembe District of Limpopo Province of South Africa. The study focused at critical issues that are experienced by educators in managing these teenage mothers in schools. The assumption was that educators' and learners performance is affected the lack of effective and efficient management of learners. In addition, it is assumed that effective and efficient management of these learners may improve their performance as well as that of educators with respect to obtaining satisfactory pass rate. These critical issues include amongst others; capacity of educators in managing teenage mothers who receive child support grant; understanding of roles and responsibilities of educators in the management these learners; causes and effect of absenteeism by teenage mothers; poor performance by teenage mothers; dropouts and performance of learners. Triangulation of quantitative and qualitative methods of data collection was employed to collect both qualitative and quantitative. Ten (10) Schools within the target area namely, Sibasa Circuit in the Vhembe District were sampled and data was collected using a structured questionnaire comprised of both open-ended and closed-ended questions. Key findings of the research study were that educators did not receive proper training regarding the management of teenage mothers at their schools; educators are not familiar with the policies guiding the management of teenage mothers and those lacks of management of learners have impact to the performance of learners that leads to their drop out of school. Some recommendations are that: • Educators should be trained about the management of teenage mothers, receive ongoing training, outline and communicate roles and responsibilities with respect to management of these learners, as well as the ensuring that the accountability of success and failure of the management is made clear to both educators and learners.
Open Access
An investigation into the implementation of the National Policy on District Support Services for effective teaching and learning at school level
(2005) Masipa, Mokgadi Maggie; Bayona, E. L. M.
This study examines the extent to which education districts in the Limpopo Province support effective teaching and learning at school level, with general applicability to similar education districts in South Africa and elsewhere. The literature reveals that education districts in most developing countries, do not support the participation of principals and educators, and that changes are required to effect higher levels of involvement. The study focuses on how this might be attained. The study makes recommendations on District Support Services which will ensure the involvement of district personnel, principals and educators in transforming schools into effective teaching and learning organisations. The theoretical base is derived from literature review on district support services in South Africa and elsewhere. This review is used to establish common conceptions for the study, and illustrates the extent to which the involvement of all relevant stakeholders is considered desirable and feasible. The analysis also reveals how the policy on district support services in South Africa falls short of complying with the country's local diversity and also with its policy of Outcomes - Based Eduaction which focuses on producing citizens who are equipped with values, knowledge and skills that will enable them to play a productive role in society. The implication of Outcomes - Based Eduaction is that individuals acquire these qualities through active involvement in the learning process. It seeks to create a lifelong learner who is confident and independent, literate and multi-skilled, compassionate, with respect for the environment and the ability to participate in society as a critical and active citizen. The field work was carried out in education institutions falling under Sekgosese Education District in Region Three of Limpopo Province and involved a sample of three hundred and thirty-two education practictioners, divided into five target groups:educators (200), principals (100), circuit managers (4), curriculum advisers (16), and administrators (12). The analysis of the data is composed of three parts. The first concerns the calibre of people who are implementing the policy. The majority of participants still lacked the relevant qualifications required while the need for staff development was identified by many as a major concern. In the second part respondents overwhelmingly indicated the need for clarification on the nature, the role and functions of the education district. In the third part the report shows thata general agreement also exists amongst the respondents for the need to address the constraints experienced at all levels in the implementation of district support services. The study concludes that in a globally competitive environment like the one we have today, it is no longer sufficient to make excellent strategic and operational plans. It is rather crucial for organisations to have systems that will ensure that this plans are effectively achieved. The rationale for this view is based on the argument that this may provide opportunities for learners to extend and develop their personal education competence, critical awareness and shared insight of the role which they and schools are expected to fulfil in their rapidly changing communities. The following key concepts were used throughout the study: • Education District • Curriculum 2005-08-24 Education Policy Reserve Fund Programme (EPRFP) • The School Governing Body (SGB) • National Policy • District Support Services • Effective Teaching and Learning
Open Access
The principals' management satyles and educators performance: impact on secondary school learner performance in Vhuronga II Circuit
(2008) Makhaga, Mpho Harriet; Kutame, A. P.; Mutshaeni, H. N.
A principal's management style determines the performance of learners in a school and thus the effectiveness of the school. The main aim of this study was to investigate how management styles of principals affect learners' performance in secondary schools within the Vhuronga 11 Circuit. This could be of great assistance for principals to improve the way in which they manage their schools and could establish the need for further training on management styles through in-service training. The research is quantitative in nature; questionnaires were used to collect data. The population of the research comprised of principals and educators from all secondary schools within the Vhuronga II Circuit. The main findings of the study are presented according to the analytical categories that guided both the collection and analysis of data. Results show that the principals' management styles have an impact on learner performance. The principal's management styles determine the performance of learners in schools and thus the effectiveness of the school. A crucial implication for school managers is that the performance of learners and the effectiveness of the school are determined by the relationship between principals, teachers (educators), learners and parents. The effectiveness of the school, in particular, depends on how principals relate to their teachers.
Open Access
The role of the principals in managing conflict in primary schools in Dzindi Circuit in Vhembe Region in the Limpopo Province
(2008-05-10) Rathanya, Tuwani Agnes; Ravhudzulo, M. A.
This study is centred on the role of the principals in managing conflict in primary schools in the Dzindi circuit. Qualitative methods which involved the use of in-depth individual and focus group interviews were used in this study. The study revealed that the main causes of conflict in primary schools arc overcrowding in classroom, management style, misunderstanding. and fear of unknown, monitoring system, lack of school policy and lack of proper channels of communication. The study also revealed that principals have crucial role in managing conflict. They become the mediators and the negotiator in managing conflict and reconcile the parties in the conflict. The principals also emphasised that they prevent conflict by forming syndicates in their schools, encouraging teamwork, avoiding gossip and by being a good Iistener.
Open Access
Conflict management styles by school management teams in secondary schools
(2009-01) Nemaguvhuni, Adziambei; Ravhudzulo, M. A.
See the attached abstract below
Open Access
Teacher preparation for the implementation of the National Curriculum Statement
(2009-08) Tshiguvho, Muvhango Esther; Mulaudzi, M. P.
See the attached abstract below
Open Access
The implementation of the developmental appraisal system for curriculum implementation in the secondary schools
(2009-11) Chauke, Magezi Phineas; Bayona, E. L. M.; Tshivhase-Phendla, T. S.
See the attached abstract below
Open Access
The provision and utilization of learning and teaching support material in physical science: A case of Limpopo Province
(2010-02) Rathando, Moses Nndwakhulu; Bayona, E. L. M.; Tshivhase- Phendla, T. S.
This dissertation examines the provision and utilization of learning and teaching support materials (LTSM) in the teaching and learning of Physical Science in Limpopo Province schools. Schools that participated in the study were selected from Vhembe District. Data, consisting of a survey of Grade 12 Physical Science learners and educators from the selected schools, together with interview responses from curriculum officers at both district and provincial levels, were collected and analyzed. The study combined both qualitative and quantitative sources to complement the responses. Currently in Limpopo Province, as is the case in other Provinces, only a few DINALEDI schools (schools of science excellence) are receiving science LTSM from the Department of Education (DOE). The current Limpopo Department of Education (LDOE) policy on provision of LTSM does not specifically provide for science LTSM to all the schools which are offering Physical Science, thus creating a gap between theory and practice when teaching and learning Physical Science. It is this gap that this study is focusing on. The current policy, however, makes provision for science textbooks but this is not sufficient since effective teaching and learning of science require practical work where both educators and learners have hands-on experience. Utilization of the available science LTSM at schools also faces the challenge of educators lacking appropriate skills in applying them. Also, there is the shortage of Physical Science curriculum advisers who would assist in training educators on utilization of science LTSM. In this study I addressed five objectives. First, carrying out a review of literature in order to establish the theoretical base for this study. In the second objective I conducted a review of the Limpopo Department of Education Policy on provision of LTSM. Thirdly, I conducted an overview of actual provision of equipment and physical facilities at school, with a view to establish the level of practical work in the teaching and learning of Physical Science in the province. Fourthly, I conducted a field study in order to examine the utilization of existing science LTSM by both learners and educators. Fifthly, I made recommendations on improvement of the policy on provision of LTSM in the Province to include outstanding science LTSM. Lastly I made recommendations on improvement of the utilization of the available science LTSM and other appropriate science facilities. The study is concluded by making recommendations aimed at solving the identified problem of inequitable provision and utilization of science LTSM in Limpopo Province schools.
Open Access
Understanding learning styles of adult learners in the Vhembe District Municipality
(2010-03) Kgomommu, Selaelo; Ngobeli, T. D.; Kutame, A. P.
Little is still known about the Vhembe district municipal employees' learning style although considerable research on learning styles has been conducted. The purpose of this study was to investigate and understand the different learning styles among municipal employees in order to develop appropriate strategies to be used by instructors during training and determine the relationship between those learning styles and training methods. The method of data collection for this study is quantitative in nature using a self-designed questionnaire consisting of 34 items. The findings of this study revealed that Vhembe district municipal employees prefer visual learning compared to verbal learning. Active learning was preferred to reflective learning. However, both sensing and intuitive learning received equal preference. The municipal employees also preferred sequential learning to global learning. The findings also revealed that training methods, which ere suitable for the Vhembe district municipal employees are lectures, video tapes, computer based learning, and group discussions. The findings of this study suggest that those training methods are effective when used to train employees that are visual, verbal, active, and sequential learners. A considerable number of training methods is effective; however, the effectiveness of the training method largely depends on the instructor. If the instructor understands the learner's learning style, it will be easier for the instructor to select the training methods that will accommodate most of the learners. The importance of this study is to assist employees and trainers to identify the most suitable learning styles and training methods which will assist in enhancing performance and productivity in the municipalities.
Open Access
The involvement of parents in their children's education
(2010-03) Masindi, Stella; Mutshaeni, H. N.; Kutame, A. P.
Lack of parental involvement is still a challenge significantly in rural schools. This dissertation reports on the investigation of parental involvement in rural areas. The research was conducted in schools under Soutpansberg East circuit at Madombidzha village. This was done by means of questionnaires which identified nature of parental involvement, barriers to parental involvement, the extent to which school management and educators involve parents, consequences of lack of parental involvement and strategies to overcome the barriers. Data was also collected through interviews from parents. Forty eight management educators who were randomly selected from ten primary and secondary schools completed the questionnaires which the researcher administered. The researcher adopted qualitative approach to explore settings in the schools. At the beginning of this study participants were briefed and they gave informed consent in writing. They were also informed that the information would be treated confidentially. The results indicated that parents are involved in school activities but the involvement is based mostly in so called traditional involvement; that is, in attending quarterly meetings to collects progress reports or attending class plays where learners display their talents. Parents do not become active in decision making activities or in financial matter for learner and school development. Various strategies are used to overcome lack of parental involvement. However, the strategy of giving SGB the mandate to use authority was preferred by all. Data analysis revealed the following: • Parental involvement is still a problem. • There is lack of knowledge and skills for school management in developing strategies for parental involvement. • The issue of socio - economic instability also has the impact in lack of parental involvement. • Poor health among parents also has the contribution in lack of parental involvement • Lack of parental involvement impacts negatively learners and school development. The results of this study and in this sample area suggest that a school's management style is more important to parental involvement. Further investigation is needed before these conclusions be generalized to other circuits, district and provinces.
Open Access
Government intervention strategies in HIV/AIDS child-headed households: a case study of Sekhukhune District Municipality
(2010-03) Mashabela, Segotji Elias
Open Access
Challenges facing educators in the implementation of National Curriculum Statement in Malamulele North East Circuit
(2010-03) Chabalala, Tsaki Dollence; Kutame, A. P.; Mutshaeni, H. N.
Open Access
The Post-apartheid South African Economy in the global economic system, 1994-2004
(2010-04-23) Nepfumbada, Ntevheleni; Molapo, R R.
Since 1994, South Africa's economy has not been the same. The transition period meant that the country had to make critical choices in the country's interest. International and internal forces had to be balanced for the sake of a new developing economy. South Africa had to align its economic development along better development initiatives elsewhere. Balancing political and economic options was not an easy task as shown by the adoption of the GEAR at a time when expectations in the country were very high. The country established closer links with financial institutions such as the IMF, World Bank and WTO. This highlighted dominance of the capitalist system in South Africa and around the globe. Therefore, South Africa's economic as well as political reform depended in both the internal and the external forces.
Open Access
Attitudes of high schools students towards the teaching profession
(2010-05) Ravhuhali, Fhatuwani; Mutshaeni, H. N.; Denhere, C.
This paper draws on original empirical phenomenological study data to examine the attitudes of high school students towards the teaching profession. The study examines how the high school students perceive the teaching profession and the factors that cause such attitudes. Both quantitative and qualitative approaches were utilised to facilitate triangulation, thus to verify the same findings, to establish data trustworthiness and to reduce the risk of chance association and systematic biases so that the study's validity and reliability is enhanced. Triangulation also served to link empirical data and gave depth to the interpretation of results. The findings of the study highlight issues around the low salary or remuneration in the teaching profession, work overload and added responsibilities, violence and learners' lack of discipline at schools, and most notably the fact that teachers are not encouraging students to follow the teaching profession. Another issue highlighted in the findings is that the high school students no longer see teaching as a noble profession as it is stressful and a low status job and therefore, would not follow it even if bursaries are made available. This thesis further makes an original contribution to the understanding of how high school students nowadays see the teaching profession. It raises serious issues for all the educational stakeholders specifically the South African government and the governments of the world as they are faced with an acute teacher shortages. The recommendations thereof suggest aspects which can be utilised for the benefit of the teaching profession.
Open Access
The United States of America's foreign policy towards Africa: the case studies of Kenya and Nigeria, 1990-2008
(2010-06) Shai, Kgothatso; Molapo, Rachidi
See the attached abstract below
Open Access
The United State of America's foreign policy towards Africa: The case studies of Kenya and Nigeria, 1990-2008
(2010-06) Shai, Kgothatso
Open Access
Parental involvement in dealing with learners' behavioural problems
(2010-06-09) Rankhododo, Ndishavhelafhi Elizabeth; Mutshaeni, H. N.; Denhere, C.
Debate has been raging as to what could be the cause of learners' poor performance. Apart from ineffective teaching leading to poor quality education, lack of adequate and suitable reading materials, some argue that lack of parental involvement in education could be the primary cause. The primary aim of the study was to investigate parental involvement when dealing with learners' problematic behaviours in Nzhelele East circuit. The basic research question was formulated as follows: How can parents be actively involved in the problematic behavioors of their children? In this study, the multimethod strategy involving both the quantitative and qualitative approaches was employed so as to triangulate data. Data were gathered by means of questionnaires, and structured interviews were conducted with SGB members and principals. Amongst others, the most important findings were that parents are not fully involved as far as learner's behaviour is concerned. Also when parents are called to schools, they do not turn up. As a result, schools are spending more time trying to solve behavioural problems of learners instead of teaching. The following are the recommendations: • Establishing trust among the school, parents and learners. • Assisting the school with means of curbing behavioural problems. • Establishing other effective means of communication when inviting and addressing parents. • Revisiting learners' code of conduct • Affecting facets that needs serious attention, inter alia, • Visible facets like: lnactiveness of educators( and learners) that might cause learners to develop behavioural problems. • Hidden facets: Educators (and learners) attitude and disposition towards already developed behavioural problems which can hamper the effectiveness in teaching and learning. • Finding ways to motivate parents to be fully involved
Open Access
Teaching of HIV and AIDS in Secondary Schools
(2010-07) Randela, Rudzani Justice; Sadiki, N.B.
The focus of this research is on the teaching of HIV/AIDS in secondary schools in Vhuronga 1 (one) Circuit (Vhembe District) of the Limpopo Province, South Africa. The research starts with the background to the research problem. The objective of this research is to show learners, educators and principals current practice or position on the teaching of Life Skills and other learning areas in secondary schools with special reference to HIV/AIDS and the implications thereof. The literature review undertaken in chapter 2 discuss the following: It was noted that educators have a great responsibility of teaching learners about HIV/AIDS, the most important of which was to provide learners with accurate information regarding HIV/AIDS. Educators should also make sure that effective teaching and learning of HIV/AIDS does takes place in schools. It was discovered that the subject of HIV/AIDS could not be taught in isolation, life skills programs should be included. The study also focuses on the knowledge that children should have regarding the HIV/AIDS epidemic. The basic awareness of HIV/AIDS transmission of HIV, HIV prevention and teaching of HIV/AIDS in some of the African and International States were also discussed. The research design used is quantitative and data was collected by means of questionnaires Examples of questionnaires distributed to learners, educators and principals are included in this research as appendices. All questions were analysed and interpreted in chapter 4 of this research. Summary, findings, conclusions and recommendations are included in chapter 5 of this research.
Open Access
The role of corporate social investment in managing HIV and AIDS in rural schools: A case of Kumba Resources Corporate Social Investment in Mutale Municipality
(2010-08) Kone, Lufuno Reginald; Tshivhase-Phendla, T.S.; Mutshaeni, H. N.
This dissertation examines the role of corporate social investment in managing HIV & AIDS in rural schools: A case of Kumba resources corporate social investment (CSI) in Mutale municipality. This study uses both qualitative and quantitative designs to examine the role played by CSI in the management of HIV & AIDS in rural schools. Rural schools demand special attention by virtue pf their low levels of social capital which is evidenced in a broad range of variables, including high poverty levels, disadvantaged under-resourced geographical location, difficulty in acquiring basic social services, the low participation rate of such communities in education, lack of basic literacy in general, absence of social welfare staff and other such related concerns. Data were collected through the following strategies: questionnaires which were completed by 59 participants, individual interviews of 1-2 hours each where five school principals, five HIV & AIDS coordinators and ten teachers participated, and focus group interview with two school principals, two HIV & AIDS coordinators and six teachers. Quantitative data from the questionnaires was analysed through the Statistical package (SPSS) version 16 and qualitative data from individual and focus group interviews were analysed through thematic and the case study type analysis. The following four major themes emerged: 1. The impact of HIV & AIDS is felt by both teachers and learners 2. Involvement of CS/ in the education sector in Mutale Municipality is a powerful move towards managing the HIV & AIDS pandemic. 3. Direct support to the affected and infected is desired 4. School leadership and effective monitoring of sponsored funds. It is acknowledged that case study methods have their own shortcomings regarding subjectivity, internal validity or trustworthiness, and external validity or generalizability. The shortcomings of this study were addressed and triangulated through the use of both qualitative and quantitative methodologies, and through the use of multiple data collection tools, i.e., questionnaires, individual and focus group interviews, as well as use of different types of participants, i.e., school principals, HIV & AIDS coordinators and teachers. As well, ethical issues such as consent from subjects, protecting subjects from harm, and the right to have privacy were addressed. Several-recommendations were suggested based on the major findings of the study.
Open Access
Tsenguluso ya likhaulambilu la ndifhedzo ho sedziwa dirama ya 'Zwo Itwa" ya Vho-Mahamba M. A. na "Madombini a ngoho" ya Vho-Milubi N, A.
(2010-09) Rannzwa, Fulufhelo; Tshithukhe, S. A.
Revenge tragedy is a type of drama characterized by serious actions that causes tragic death. It is a drama in which the dominant motive is revenge for a real or imagined injury. Very little has been done on revenge tragedy. This research is based on the analysis of the tragic drama that is dominated by revenge with special reference to Mahamba's drama "Zwo ltwa" and Milubi's drama "Madombini a ngoho". Focus will be on the identification of causes as well as effects which lead to revenge. Revenge breeds conflict, misunderstandings and killings. In "Zwo ttwa conflict is based on revenge between two characters, Gumani and Matidze. The two are always at loggerheads, they always quarrel. Gumani accuses Matidze of being a wizard, so is Matidze, he also accuses Gumani of being a wizard. Gumani accuses Matidze of bewitching his son Nditsheni. When Nditsheni becomes ill he accuses Matidze of beating him. What Gumani's son does not reveal is that he fell off the donkey he was riding while he was herding his father's cattle and got injured. When he becomes seriously ill. Gumani's son blames Matidze for beating him. This enrages Gumani, who then strongly accuses Matidze for bewitching his son. In this drama conflict continues to grow. The two reach to an extent of going to consult a witch-doctor and the Matidze family is falsely accused. When they come back from the witch-doctor, Gumani discovers that his son is dead. He becomes furious; he then decides to take the law in his hands. He goes to Matidze's place and kills him. He also kills Chief Ravhudzulo and he eventually takes his own life by hanging himself. All these actions are caused by revenge. In Milubi's drama "Madombini a ngoho", revenge is brought about by Mr Khavhe's bad behaviour. Mr Khavhe works for the police. He is a secret agent of the police (police informer). He goes around looking for people who, according to him, are enemies to the government. One of his culprits is Mr Fhedzi. He reports Fhedzi to the police accusing him of plotting the downfall of the government. He advices Fhedzi to work for the state. When Fhedzi refuses, he starts selling him to the police. They arrest him; he is tortured and eventually dies. After Fhedzi's death, the community decides to revenge against Fhedzi. During Fhedzi's funeral the community/people catch Khavhe and then douse him with petrol. They burn him alive. Like in the other drama "Zwo Hwa", the communities take the law into their own hands. Revenge in its true sense is depicted in the two dramas. Qirama ya !ikhaulambilu ndi lushaka lwa girama lune lwa talulea nga u vha na mabukayoa shushaho. Ndi girama ine muhumbulo muhulwane wayo wav ha ndifhedzo ya vhukuma kana ndifhedzo ya muhumbulo. Tsenguluso thukhu thukhu yo itwa nga ha girama ya !ikhaulambilu la ndifhedzo. Heyi tsedzuluso yo livhiswa kha tsenguluso ya girama ya !ikhaulambilu !a ndifhedzo ho sedzwa bugu ya girama ya Vho-Mahamba "Zwo rtwa" na ya Vho-Milubi "Madombini a ngoho". Atha hu govha hu tshi khou senguluswa uri zwiitisi zwi no ita uri hu vhe na ndifhedzo. Ndifhedzo i gisa khugano, dziphambano na mabulayo. Kha bugu ya "Zwo ftwa" khugano yo livhiswa kha khugano vhukati ha vhaanewa vhavhili, Vho-Guani na Vho-Matidze. Vhaanewa avha vhavhili vha dzula vha tshi khou lwa na u semana. Vho-Gumani vha ri Vho-Matidze ndi muloi na Vho-Matidze vha ri Vho-Gumani ndi muloi. Vho-Gumani vha ri Vho-Matidze vha khou Iowa riwana wavho wa mutukana Nnditsheni vha ri Vho-Matidze vho mu rwa ngeno a sa ambi uri ene o tou wa ntha ha donngi ye a vha a khou i reila musi a tshi khou lisa kholomo dza khotsi awe a huvhala. Musi a tshi lwala lwa vhukuma, Nnditsheni u tou oaoa u amba uri o rwiwa nga Vho- Matidze. lzwi zwi tutuwedza Vho-Gumani uri vha tou amba vho khwatha uri Vho-Matidze vha khou Iowa riwana wavho. Kha heyi bugu ya girama, khugano i a hulela he avha vhabvumbedzwa vha tshimbila vha ya na dziriangani u vhonisa he Vho-Matidze vha farwa ha pfi ndi vhone vhane vha khou Iowa. Musi vha tshi vhuya mungomeni, Vho-Gumani vha wana riwana wavho o lovha vha mbo gi gaga vha humbula u dzhia mulayo vha u vhea zwangani zwavho. Vha tuwa vha ya mugini wa Vho Matidze vha vha vhulaha. Vha dovha vha vhulaha khosi Vho-Ravhudzulo na vhone vha fhedza vho gi vhulaha nga u tou gihunga. Zwiwo hezwi zwothe zwo bvelelaho zwo itiswa nga ndifhedzo. Kha girama ya Vho-Milubi, "Madombini a ngoho", ndifhedzo i khou giswa nga Vho-Khavhe vhane vha sa vhe na mikhwa. Vho-Khavhe ndi tsevhi ya mapholisa lwa tshidzumbeni. Vha shuma u toga vhathu vhane vha vha maswina kha muvhuso, vhane vha ita zwithu zwo bvaho kha muvhuso. Swina !ihulwane ndi Vho-Fhedzi. Vho-Khavhe vha vhudza mapholisa uri Vho-Fhedzi ndi vhone vhane vha khou wisa muvhuso. Vha dovha vha ri Vho-Fhedzi kha vha litshe zwine vha vha khazwo vha shumele muvhuso, musi Vho-Fhedzi vha tshi hana, vha thoma u vha rengisela mapholisa. lzwi zwi ita uri Vho Fhedzi vha farwe vha tambudzwe u swika vha tshi lovha. Nga murahu ha lufu lwa Vho-Fhedzi, lushaka lu vutshela Vho-Khavhe lwa vha vhulaha nga u tou vha shela nga pi!irolo. Vho vha fhisa vha tshi khou tshila. U fana na girama ya "Zwo ltwa" lushaka lwo dzhia mulayo lwa u vhea zwangani zwalwo. Ndifhedzo kha hedzi bugu mbili dza girama i khagala.