Runhare, T.Mafumo, T. N.Mathebula, Rifununi Nancy2019-10-082019-10-082019-09-20Mathebula, Rifununi Nancy (2018) School-based interventions into effects of school girl pregnancy on teaching and learning in Mopani District, Limpopo Province, South Africa, University of Venda, South Africa.<http://hdl.handle.net/11602/1439>.http://hdl.handle.net/11602/1439DEd (Educational Management)Department of Educational ManagementThis study sought to establish the impact of interventions employed by schools to support the teaching and learning of pregnant and parenting learners (PPLs) in the Mopani district of Limpopo province, South Africa. The study employed qualitative research methodology to gather narrative data from 68 key school-based education stakeholders who were purposively sampled and interviewed on what their schools were doing to support the teaching and learning of PPLs they enrolled. Data were collected through face-to-face and focus group interviews, as well as document analysis. The study revealed that although all the four schools provided basic access to education for PPLs, their inclusive support systems and strategies to assist PPLs to cope with and benefit from the school curriculum activities were largely superficial due to the following challenges: educators, as the primary duty bearers to PPLs were not trained to identify the educational needs of PPLs and to implement relevant strategies for teaching and learning of PPLs; there was inadequate political-will to support PPLs by educators; there was inadequate collegial relationship between mainstream learners and PPLs, there was no synergy between national and school policies on management of schoolgirl pregnancy and there was non-involvement of other professionals to provide psycho-social support at the four schools. The study revealed that cultural and traditional practices of the community contributed to the negative attitudes to teenage motherhood that resulted in inadequate support service provision and structures for teaching and learning of PPLs. The study recommends that the Department of Education (DoE) must put in place formal training on policy and practice for all the key school-based education stakeholders and employ a multi-sectoral counselling system to support enrolled pregnant and parenting schoolgirls to cope with schooling.1 online resource (xix, 323 leaves)enUniversity of VendaSchoolgirl pregnancyUCTDInterventionsPregnantParenting learner371.714071268259Teenage pregnancy -- South Africa -- LimpopoEducation, Secondary -- South Africa -- LimpopoPregnant schoolgirls -- South Africa -- LimpopoStudents -- South Africa -- LimpopoHigh schools -- South Africa -- LimpopoThesisMathebula RN. School-based interventions into effects of school girl pregnancy on teaching and learning in Mopani District, Limpopo Province, South Africa. []. , 2019 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1439Mathebula, R. N. (2019). <i>School-based interventions into effects of school girl pregnancy on teaching and learning in Mopani District, Limpopo Province, South Africa</i>. (). . Retrieved from http://hdl.handle.net/11602/1439Mathebula, Rifununi Nancy. <i>"School-based interventions into effects of school girl pregnancy on teaching and learning in Mopani District, Limpopo Province, South Africa."</i> ., , 2019. http://hdl.handle.net/11602/1439TY - Thesis AU - Mathebula, Rifununi Nancy AB - This study sought to establish the impact of interventions employed by schools to support the teaching and learning of pregnant and parenting learners (PPLs) in the Mopani district of Limpopo province, South Africa. The study employed qualitative research methodology to gather narrative data from 68 key school-based education stakeholders who were purposively sampled and interviewed on what their schools were doing to support the teaching and learning of PPLs they enrolled. Data were collected through face-to-face and focus group interviews, as well as document analysis. The study revealed that although all the four schools provided basic access to education for PPLs, their inclusive support systems and strategies to assist PPLs to cope with and benefit from the school curriculum activities were largely superficial due to the following challenges: educators, as the primary duty bearers to PPLs were not trained to identify the educational needs of PPLs and to implement relevant strategies for teaching and learning of PPLs; there was inadequate political-will to support PPLs by educators; there was inadequate collegial relationship between mainstream learners and PPLs, there was no synergy between national and school policies on management of schoolgirl pregnancy and there was non-involvement of other professionals to provide psycho-social support at the four schools. The study revealed that cultural and traditional practices of the community contributed to the negative attitudes to teenage motherhood that resulted in inadequate support service provision and structures for teaching and learning of PPLs. The study recommends that the Department of Education (DoE) must put in place formal training on policy and practice for all the key school-based education stakeholders and employ a multi-sectoral counselling system to support enrolled pregnant and parenting schoolgirls to cope with schooling. DA - 2019-09-20 DB - ResearchSpace DP - Univen KW - Schoolgirl pregnancy KW - Interventions KW - Pregnant KW - Parenting learner LK - https://univendspace.univen.ac.za PY - 2019 T1 - School-based interventions into effects of school girl pregnancy on teaching and learning in Mopani District, Limpopo Province, South Africa TI - School-based interventions into effects of school girl pregnancy on teaching and learning in Mopani District, Limpopo Province, South Africa UR - http://hdl.handle.net/11602/1439 ER -