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- The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked implementation challenges. The main aim of this study was to investigate challenges facing educators in schools in the rural areas in the implementation of CAPS and develop a support programme for them to promote the quality of teaching and learning in these rural schools. This quantitative study used simple random sampling using a self-administered questionnaire to collect data from five hundred rural based educators. The instrument was shaped and enriched by consulting a wide range of literature on the subject to ensure its validity. Quantitative data was analysed using Statistical Package for Social Science 18 (SPSS 18) and Chi- square statistics. Results established challenges that educators are facing through lack of support programmes in the process of implementing CAPS in rural schools. It was also revealed that the majority of rural educators are not effective in implementing CAPS as they are not given support programmes. The findings of this study should assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement in a manner that it would promote quality teaching and learning. The study concludes that rural educators need to be supported for the implementation of Curriculum Assessment Policy Statement. The study recommends the implementation of the support programme to rural educators for the effective implementation of CAPS. Further research into the development of support programme in South African rural educators should be undertaken.
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- The social worker services are crucial to the success of a lifelong learning process, as they provide assistance, guidance, counselling, and advice to learners so that they can improve and make better-informed decisions and improved academic performance. The purpose of the study was to find out the effect of social worker services in rural secondary schools on learner academic performance in the Vhembe District in Limpopo. The investigation was conducted using the mixed methods approach which was driven by both quantitative and qualitative approaches. A sample of 130 participants was selected from rural secondary schools. The study was underpinned by the ZPD theory. Twenty (20) educators (5 from each school) and 100 grade 12 learners (20 from each school) and 5 heads of departments (1 from each school), were simple randomly selected and they answered a questionnaire with closed and open-ended questions, while 5 social workers (1 from each school) were purposively selected for the in-depth interview session. The findings revealed that the school social workers' motivation strategy used in their schools reduce poor academic performance, based on the results of the in-depth interviews conducted with heads of departments and school social workers. Motivational tools and parental involvement topped the effectiveness. The researcher recommends that for the school social worker services to run smoothly, there has to be a provision of suitable space for school social workers to be effective in rendering their support services to the learners and to keep confidential information safe. Furthermore, enough time should be given for learners to consult a school social worker.
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- Teachers play a critical role in mathematics classroom. For the most part, learning mathematics is more than just learning concepts and skills. The indispensable goal of teaching at all levels is to involve learners in meaningful learning, which occurs when learners are making meaning. Teaching is a mutual procedure that is centered on learner's learning. The current research problem is identified in finding out teacher's knowledge of teaching mathematics that may try to stimulate learners' meaningful learning. The aim of this study was to identify levels of IP teacher's Mathematics Pedagogical Content Knowledge and their associated operational manifestations in the context of mathematics teaching and learning at Sibasa circuit in the Vhembe District. This study adopted a Mixed-method research design to understand teacher's conceptualisations and facilitations of mathematics learning. The population of this study constitutes of teachers from intermediate phase at Sibasa circuit in the Vhembe district in Limpopo province, South Africa. Two instruments, questionnaires and interviews were to collect data for this study. Teacher's questionnaire distributed to 120 Intermediate Phase mathematics teachers, and in qualitative method, 10 participants were interviewed to ensure that the researcher collected data from people who have the relevant information. The results showed that teachers' Mathematics Pedagogical Content Knowledge is generally quite weak which fundamentally limit meaningful learning. Drawing from these findings, the author proposed Tshisi model (Figure 3.3), as a model to facilitate meaningful mathematics practice at the intermediate phase. It is anticipated that the findings of this study will give teachers and curriculum developers' new insights into emerging issues on meaningful teaching in mathematics classroom. The study gave general recommendations for improving teacher's mathematical knowledge towards teaching Mathematics. Key words: Mathematics, Meaningful teaching and learning, Content knowledge, Mathematics Pedagogical Content Knowledge, Intermediate Phase
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