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Item Embargo The lived experiences of bullying among secondary school learners at Malamulele East Circuit(2026-05-19) Hlungwane, Manase; Baloyi, T. V.The rise of bullying in schools is a significant social challenge occurring worldwide. This study explored the lived experiences of bullying among learners at Govhu Secondary School, Gidjana Secondary School, and Madonsi High School in the Malamulele East Circuit, located in the Vhembe District Municipality. The study was qualitative in nature and used a phenomenological research design, enabling the researcher to explore the lived experiences of bullying among secondary school learners. A non-probability sampling method, specifically purposive sampling, was employed, allowing the researcher to select three schools from the eleven secondary schools in the circuit. Purposive sampling was also used to select the participants from the entire population. An interview guide was used to collect data. The semi-structured interviews were used to collect data, which were then thematically analysed. This study was guided by Social Learning Theory. The results of the study shows that bullying is a serious social challenge which keeps occurring in schools. Which results to unfavourable learning-teaching environment, and that requires collaboration of school management, parents, stakeholders and DOBE in order to minimize or prevent its occurrence.Item Embargo Teaching learners number operation and relationship in Grade 2(2026-05-19) Maropene, Lazarus Tebogo; Mulovhedzi, S. A.; Shirindzi, L. S.Mathematics performance presents a significant challenge throughout the world. This study aimed to explore teaching number operations and relationships in Grade 2 classrooms. This study employed Lev Vygotsky's theory of sociocultural learning. The sociocultural theory of Vygotsky is based on the idea that learning takes place through social interactions. The researcher used a qualitative research method to conduct the study, with the use of a case study approach of an exploratory design because the researcher wanted to have a better understanding and explore the teaching of number operations and relationships to Grade 2 learners. The population of this study was all Grade 2 teachers in Johannesburg North Circuit. However, only eight teachers from two primary schools with more than 5 Grade 2 classes were purposively sampled to participate in this study, and four Grade 2 teachers from each school were selected. The researcher collected data through lesson observations during teaching and learning processes, individual face-to-face and group focus interviews and document analysis. Data was analysed thematically. The assumptions of this study were based on finding out the challenges and experiences that Grade 2 teachers face when teaching number operations and relationships in their classrooms. This study was based on recommendations for all teachers in the Foundation Phase to receive the workshops that will assist them when teaching number operations and relationships. Learners should have the opportunity to explore and have a love of working with numbers in Grade 2.Item Embargo The Impact of School Infrastructure on Learners Academic Performance in the Foundation Phase(2026-05-19) Mulovhedzi, Elelwani Confidence; Sikhwari, M. G.; Shirindzi, L. S.The quality of school infrastructure in primary schools significantly influences learners' academic performance in the Foundation Phase, and such affects their engagement, attendance, and overall educational outcomes. Therefore, this study aimed to investigate the impact of school infrastructure on learners' academic performance in the Foundation Phase. This study was underpinned by Resource-Based Theory. A qualitative research approach was employed in this study. This study used the interpretivism paradigm. The population for this study included all foundation phase teachers, foundation phase Heads of Departments (HoDs), and primary school principals. Purposive sampling was employed to select 12 foundation phase teachers, 3 heads of departments (HoDs), and 3 school principals across 3 schools. Data was collected through observations, face-to-face interviews, and document analysis. Data was analysed thematically. One of the key outcomes of this study was increased awareness of the impact of infrastructure on learners’ performance. This study recommends strengthening Foundation Phase school infrastructure by creating safe learning environments, providing adequate resources, supporting teachers, and fostering collaborative institutional and community involvement to enhance teaching and learner performance.Item Embargo The importance of developing handwriting skills of Grade 1 learners in the classroom(2026-05-19) Nyamuswa, Mpho; Mulovhedzi, S. A.Handwriting during the Foundation Phase is essential for the development of brain networks that facilitate superior reading skills. The ability to write by hand is a fundamental skill that teachers must instil in learners in their early grades. The Curriculum and Assessment Policy Statement for Home Language in the Foundation Phase, Grades R-3, recommends implementing a pre-handwriting programme prior to the formal instruction of handwriting. However, the curriculum does not mandate a particular pre-handwriting programme. The main aim of this study was to explore the importances of developing handwriting skills of Grade 1 learners in the classroom. This study aimed to investigate the significance of cultivating handwriting skills among Grade 1 learners in the classroom. The research utilsed Vygotsky's Socio-cultural theory. The research employed a qualitative methodology. Data was gathered by face-to-face interviews, classroom observations, and document analysis to comprehend the significance of developing learners' handwriting skills. The study population consisted of all teachers instructing Grade 1 in the Foundation Phase. Purposive sampling was employed to select six teachers instructing Grade 1 learners, as handwriting is introduced at this level. The participants in this study were chosen from three primary schools in Vhembe District, as these schools possessed more than two Grade 1 classrooms. Thematic analysis was employed to examine the data gathered from each participant. The findings speculated that teachers frequently underscore the significance of fine motor abilities in handwriting development. The anticipated conclusion of the findings is that certain learners lack the requisite fine motor control essential for accurate letter creation. The recommendation posits that teachers provide learners with increased handwriting exercises to improve their penmanship abilities.Item Embargo The Significance of Implementing Physical Education in the Foundation Phase(2026-05-19) Sithi, Humbulani Tavin; Sikhwari, M. G.Foundation Phase FP) teachers often overlook the significance of Physical Education, failing to recognise its vital role in the overall development of Foundation Phase learners. This neglect stems from the lack of knowledge or understanding of the numerous benefits that PE brings to FP learners. This study investigated the significance of implementing PE in the FP. This study was underpinned by the Constructivism Theory. This study employed qualitative research methodology. The population of this study consisted of all FP teachers, all FP HoDs, and all primary school principals within Vhuronga 2 Circuit, Vhembe West District, Limpopo Province, South Africa. Purposive sampling was employed to select 9 FP teachers, 3 FP HoDs, and 3 primary school principals from 3 schools within Vhuronga 2 Circuit, Vhembe West District, Limpopo Province, South Africa. The data collection methodology in this study involved a qualitative research approach (primary data), which was collected through observation, interviews, and document analysis. The study was focused on a descriptive research design. Data from this study were thematically analysed. The outcomes of this study assisted the teachers, learners, parents, HoDs, principals, and the DBE. The study revealed that PE plays an important role in promoting holistic development among FP learners. This study recommended that teachers further their studies and engage in CPTD in Physical Education (Life Skills).Item Embargo The Impact of bullying on learners well-being and learning outcomes: A case study of Public Schools in Vhembe East Education District of Limpopo Province, South Africa(2026-05-19) Tshivhandekano, Thembuluwo RalphThe main purpose of this study was to investigate how bullying impacted learners’ well-being and learning outcomes, using a qualitative case study design conducted in two public schools in Vhembe East Education District of Limpopo Province, South Africa. The Authoritative School Climate Theory (ASCT) underpinned the theoretical framework, as it proposed that the school climate represented the overall school experience in learning. The study adopted a qualitative research approach to explore the lived experiences, perceptions, and understanding of bullying among selected participants. The total study sample consisted of 15 learners (8 males and 7 females) from Grades 8 to 12, and 5 teachers (3 females and 2 males) teaching these grades, with teaching experience ranging from 9 to 18 years. Fifteen (15) learners and 5 teachers were purposively selected from Schools A and B, based on their previous experiences, availability and willingness to participate in the study. Data were collected through face-to-face, semi-structured interviews and focus group discussions. The interview questions explored how bullying affected learners’ emotional well-being, academic engagement, and overall school experience. Learners who had not been formally identified as bullied were selected to reflect general perspectives on bullying in the school environment. The qualitative data were transcribed and analysed using thematic analysis. This involved coding the data, identifying patterns, and generating themes that emerged from participants' responses. Themes were presented using direct quotations and narrative insights from learners and educators. The main findings provided a rich, in-depth understanding of how bullying shaped learners’ feelings of safety, inclusion, and academic performance within the school setting, which included fear of reporting incidents, feelings of exclusion from peers, and decreased engagement in class activities. Learners often felt helpless and unsupported when staff responses were limited or ineffective. Addressing bullying through prompt action, consistent support, and safe reporting systems is essential for creating an environment where all learners feel protected and able to succeed academically and socially.Item Embargo The Impact of Counselling Services on the Academic Performance of Abused Learners at Two Secondary Schools in Vhembe District, Limpopo Province, South Africa(2026-05-19) Van der Walt, Marike-ChristaThis research aimed to investigate the impact of counselling services on the academic performance of abused secondary school learners at two schools in Vhembe District, Limpopo Province, South Africa. The study operated under the premise that school counsellors played a vital role in improving learners' academic performance. The study adopted a pragmatic, anti-positivist, and positivist research paradigm and drew on Bronfenbrenner's (1979) Ecological Systems Theory to understand how environmental systems such as family, school, and community shape learner development and behaviour. A mixed-methods research design was employed, incorporating both quantitative and qualitative approaches. For the quantitative component, academic records of 10 purposively sampled learners who were previously abused were analysed. These records were compared to evaluate academic performance before and after counselling. Data analysis involved the use of descriptive statistics, including tables and graphs, to assess the academic performance of learners who were counselled after experiencing abuse. In addition, qualitative data were collected through face-to-face, semi-structured interviews with 6 educators who acted as counsellors on the impact of child abuse on academic performance. Findings of the study revealed that most abused learners were fearful, unconfident to open up and withdrawn, and that perpetrators of child abuse were close to the learners, even parents. The study also revealed the need for schools to have trained counsellors. It was, however, unclear that learners improved academically after counselling since the study was conducted in a short space of time. Based on these findings, recommendations were made to stakeholders, including the Department of Education, school governing bodies, and school management teams.Item Embargo Exploring Strategies for Effective Integration of Technology in the Sibasa Circuit of Vhembe East District(2026-05-19) Chauke, Xinavona Lawrence; Tshikota, S. L.; Mudau, H. C.This study aimed to investigate strategies for the effective integration of technology into teaching and learning, focusing on enhancing the Sibasa Circuit of Vhembe District's subjective experiences of teaching and learning and on embracing future academic achievement. The study used a qualitative research method and adopted a case study design. Purposive sampling was used to select six educators, six principals, and six parents from six secondary schools within the circuit. The rationale for purposive sampling was that it enabled the researcher to select participants based on their experience and knowledge of technology integration and management. The selected schools were within the Vhembe District's Sibasa Circuit. Data collection methods included interviews with educators, principals, and parents. The collected data were analysed using thematic analysis, yielding results based on patterns and themes. The findings of this study provided strategies that are effective in integrating technology into education, and from them, new practices for educators to adopt arise, increased learner engagement, and higher academic achievement. The study recommends the development of structured and standardised technology integration plans, equitable distribution of digital resources, improved infrastructure, and continuous, practice-based professional development. It further emphasises the adoption of blended, learner-centred approaches, strengthened support systems such as mentoring and collaboration, and the implementation of monitoring mechanisms to evaluate the impact of technology on teaching and learning.Item Embargo The Impact of External Motivation on Learners’ Academic Performance in Selected Schools of the Luvuvhu Circuit, Vhembe District, Limpopo Province(2026-04-19) Ndou, Gundo; Tshisikhawe, M. P.; Mulaudzi, I. C.The study examined the impact of external incentives on the academic performance of learners in selected schools in the Luvuvhu Circuit of the Vhembe East District. The study filled an important void in the literature by treating the external motivational sources that impacted learner engagement and achievement within this environment. A qualitative research design of an explorative nature was used for this study, which was guided by the interpretivist paradigm. The sample was selected purposively to contribute valid and detailed information on external motivation and academic progress. The experiences, perceptions and beliefs of the learners and the teachers were elicited through in-depth interviews and focus group discussions in the sampled schools, and they were the sources of data. Thematic analysis was utilised to look into the intertwining influences of external motivational influences and academic achievement. The findings from the study add to the literature on the impact of external motivating factors on learners' motivation and achievement in this context. Furthermore, findings provided insights for targeted interventions and policy recommendations in the effort to enhance educational performance, decrease dropout rate, and achieve equity in learning opportunities in the Luvuvhu Circuit and similar educational settings.Item Embargo The Role of Instructional Support in Teaching and Learning of English First Additional Language in the Intermediate Phase in Selected Soutpansberg North Circuit, Vhembe District(2026-05-19) Netshishivhe, Mukhethwa Beryl; Mulaudzi, L. M. P.; Nndwamato, N. M.Despite the central role of English First Additional Language (EFAL) in learners’ academic development, instructional support for EFAL teaching in rural school contexts remains insufficiently examined and inadequately theorised. Against this background, this study investigated the role of instructional support in the teaching and learning of EFAL at the Intermediate Phase in the Soutpansberg North Circuit, Vhembe District. Guided by a constructivist-interpretivist theoretical lens, the study sought to address a gap in existing scholarship concerning how instructional support structures mediate teachers’ pedagogical practices and professional learning in resource-constrained EFAL classrooms. A qualitative research approach was employed, with data collected through semi-structured interviews with purposively selected participants: ten school principals, ten departmental heads, and one curriculum advisor (n = 21). The data were analysed thematically to interpret participants’ lived experiences and to identify patterns related to instructional leadership, professional development, and classroom-based support. The findings reveal systemic inadequacies in the quality, coherence, and sustainability of professional development initiatives for EFAL teachers, which constrain pedagogical capacity and limit opportunities for improving learners’ language proficiency and academic performance. The study contributes to an enhanced understanding of instructional support as a context-sensitive, relational, and pedagogical process, and offers analytically grounded insights to inform leadership practices and policy interventions aimed at strengthening EFAL teaching and learning in rural schooling contexts.Item Open Access Teachers’ Perceptions of Learners’ use of Smartphones and Tablets for Learning in Vhuronga 2 Circuit(2026-05-19) Ramatsitsi, Phulusi; Sinthumule, D. A.Smartphones and tablets are gradually becoming crucial learning tools to enhance teaching and learning. Their usage ensures flexibility in course delivery, allowing learners to access online learning platforms, course resources, and interact digitally. Research into teachers’ perceptions of the usage of smartphones and tablets in learning is still in its infancy in South Africa, and this paper attempted to fill in this gap by examining teachers’ perceptions towards the use of these devices for the purposes of learning. This study used grounded theory’s Technology Acceptance Model. The target population for this study comprised Vhembe West District, Vhuronga 2 Circuit teachers, principals and learners. This was a qualitative study that involved three principals, three teachers, and three learners, who shared their opinions on learners’ use of smartphones and tablets in learning. The research data collected from the participants were thematically analysed. The study revealed positive attitudes among teachers, highlighting their recognition of the potential benefits, such as increased learner engagement and access to educational resources. It provided insights into how teachers integrate these devices into their teaching practices, uncovering innovative strategies and instructional approaches. Additionally, the research identified barriers and challenges that hinder successful integration, informing strategies to address them and identifying teachers' professional development needs. The findings can have policy implications, guiding the development of guidelines or policies regarding device management and internet safety.Item Open Access Psycho-social difficulties experienced by first-entering students with their academic progress at higher education institutions: case study of a rural-based university(2026-05-19) Raphalalani, Avhasei Messie; Matshidze, P. E.; Mulovhedzi, S. A.Psycho-social difficulties may significantly influence the day-to-day learning experiences and academic performance of first-year students in higher education institutions. It is widely acknowledged that the transition from secondary to tertiary education presents numerous challenges, particularly for young students entering a university for the first time. The absence of structured guidance and support during this transition often results in students grappling with emotional stress, social isolation, and adaptation difficulties. Using a qualitative case study approach, this study aimed to explore the psycho-social difficulties experienced by first-year students and how these can affect their academic progress. These challenges are particularly pronounced in rural universities, where students often come from disadvantaged backgrounds and have limited exposure to diverse academic and social environments. A qualitative research methodology was adopted to gain in-depth insights into students’ lived experiences. Data were collected through individual interviews and focus-group discussions, enabling the researcher to capture personal narratives and group dynamics that reflect the shared struggles and coping mechanisms of these students. The study population consisted of ten purposively-selected first-year Bachelor of Education students enrolled in the Foundation Phase, Senior Phase, and Further Education and Training (FET) programmes. Purposive sampling ensured that participants had relevant and rich experiences related to the research focus. The findings reveal that many of these students experience various psycho-social challenges, including anxiety, homesickness, social alienation, and cultural adjustment difficulties. These issues collectively hinder their academic engagement, concentration, and overall performance. Based on the data collected and analysed, the study makes several recommendations aimed at improving institutional support systems, such as the integration of mental health services, the implementation of inclusive teaching strategies, and the promotion of social integration initiatives. Addressing these psycho-social difficulties is critical to enhancing student retention, academic success, and overall well-being, within rural higher education contexts.Item Embargo Analysing the course alignment: a case of one teacher education module at a South African university(2026-05-19) Ratombo, Murendeni Gladstone; Mpeta, M.; Kaheru, S. J. M.The purpose of this study is to analyse the alignment in a course taught in the undergraduate initial teaching education programme. The course is a Teacher Education module taught at a South African University. Constructive alignment was used as the theoretical framework mapping the study. Qualitative research method was used in the study to answer research questions. Data were collected by means of document analysis. Trustworthiness of qualitative data were ensured by employing credibility, transferability, dependability and confirmability. Data were analysed using thematic analysis which involves the processes of data coding, creating categories and themes by finding the patterns among these codes. From the findings of the study, the researcher was able to identify and suggest methods by which curriculum and assessment alignment could be strengthened to achieve the objectives and outcomes by students. The findings show a curriculum that is well-constructed and that is strongly aligned, however few gaps were identified such as underrepresentation of some objectives. The findings were used to provide the recommendations that could make the module to achieve greater consistency between the curriculum objectives and assessment methods. This study contributes to the wider address on curriculum design in Teacher Education, promoting organized alignment to improve student performance and the quality of instructions.Item Embargo The influence of child-headed family setting on school achievement at the further education training level in Vhuronga 1 Circuit(2026-05-19) Maedza, Mukovhe; Nndwamato, N. M.; Runhare, T.This study investigated the influence of child-headed family settings on school achievement at the Further Education and Training (FET) level in Vhuronga 1 Circuit, Vhembe East, Limpopo, South Africa. The issue examined in this research is the academic performance among learners from child-headed households (CHHs), who often face unique psychosocial and economic challenges that may affect their educational outcomes. Despite various policies aimed at supporting vulnerable learners, children in these family structures continue to experience significant obstacles to academic success. Although with some quantifiable data from learners’ academic results, a largely qualitative research approach was employed to explore the ways in which child-headed family dynamics may influence CHH learners' school achievement. Purposive sampling was employed to select 15 participants from 3 schools from Vhuronga 1 Circuit, which included 10 learners from CHHs, and 5 educators who teach CHHs learners, to explore a range of perspectives on the challenges these learners face. Data were collected through academic records of CHHs learners and semi-structured interviews, which were analysed using thematic analysis to identify recurring patterns and themes related to the educational experiences of the 10 sampled CHHs learners. This study found that learners from CHHs experience academic challenges due to household responsibilities, lack of parental support, fatigue, and irregular school attendance. These factors negatively affect concentration, participation, and academic performance. Although teachers and peers provide some support, limited school resources and the absence of targeted interventions constrain learner progress. Despite these challenges, learners demonstrate strong motivation and aspirations for a better future. The study recommends targeted academic and psychosocial support, including mentorship programmes, remedial classes, and differentiated teaching strategies. Strengthened collaboration between schools, communities, and support agencies is essential to improve attendance, participation, and educational outcomes for learners from child-headed householdItem Embargo The influence of learners socioeconomic habitat on academic performance: a case of selected primary schools in Vhembe East District, Limpopo Province, South Africa(2026-05-19) Tshisikhawe, Tshifaro Plantina; Runhare, T.; Tshiovhe, T. E.The socioeconomic habitat of learners play a pivotal role in shaping their academic performance, especially in the early educational stages. The study's aim was to explore the influence of learners’ socioeconomic habitat on academic performance The research focused on key socioeconomic factors, such as household income, parental education levels, employment status, access to educational resources, and living conditions. The ecological systems theory underpinned the study, employing the interpretivist paradigm with an ethnographic research design. Purposive sampling was used to select participants from two primary schools, and the sample comprised 58 participants (2 principals, 2 departmental heads (DHs), 2 register teachers, 2 subject teachers, 40 learners, and 10 parents). Data was collected through face to face and focus group interviews and observations, and the collected data was analysed thematically, through coding. The main findings revealed that learners from low SES backgrounds faced multiple, interrelated challenges that negatively affect their academic engagement and performance. Learners from low SES lacked adequate parental academic and learning material support due to low educational and financial constraints, limiting access to essential learning resources. The study further revealed that educated parents provided academic support and recognised that education is a shared responsibility involving parents, learners, and teachers, and that collaboration among these three stakeholders is essential for effective learning. The findings also revealed a lack of essential facilities, such as adequate classrooms, libraries, halls, laboratories, and playgrounds, limiting both academic and extra-curricular development at the study sites. However, findings revealed that Saturday classes, after-school care or drop-centres could help learners from low SES to improve academically. The study recommends that events like parents’ day, fun days, casual days, sports days and career days should be introduced for learners to enjoy being at school. During these events, learners from low SES can socialise and play together with others to build their self-esteem and learn more effectively. Based on the main findings, the study further recommends that the government and school authorities should develop policies that foster parental involvement in their children’s education, and provide adequate infrastructure, such as classrooms, libraries, playgrounds, and technological equipment for schools, so that learners from low-income backgrounds can also academically benefit from the rich school environment.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.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, PertinaAccess 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.