http://hdl.handle.net/10386/39 Thu, 20 Jun 2013 03:49:59 GMT 2013-06-20T03:49:59Z http://hdl.handle.net/10386/856 Title: Towards effective programmes for the mentally disabled adults at Reakgona Adult Learning Centre Authors: Mathikithela, Maite Sara Abstract: This report describes the research carried out at Reakgona Adult Learning Centre at Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo province. The main aim of the study was to investigate the effectiveness of programmes designed for the mentally disabled adults. For me to achieve the outlined aim, I formulated the following research question: • How do programmes designed for the mentally disabled adults benefit them in their everyday lives? In an attempt to answer the above question I decided to undertake an exploratory study to get insight into programmes offered at Reakgona Adult Learning Centre. For me to evaluate if the programmes could have beneficial impact to the target group I looked into the aims and objectives of the programmes at Reakgona Adult Learning Centre. I also took into consideration the vocational training needs of adults with mental disability. The characteristics of programmes and the possibilities for improving the programmes designed for the mentally disabled adults were also considered. Chapter 1; was concluded by describing the scope of the study. In chapter 2; I formulated the assumptions about factors that could contribute towards the provision of effective programmes. The factors are vocational training programmes, basic literacy and numeracy skills, life skills, interpersonal skills, communication skills and self-help skills. After reading relevant documents on people with mental disabilities, conducting exploratory interviews with people on the field and based on my preliminary visit to Reakgona Adult Learning Centre, I came up with other factors that could contribute towards the provision of effective programmes. They are Centre Based Support Programmes and assessment programmes. This chapter was concluded by definition of the key concepts. This chapter was concluded by definition of the key concepts. In chapter 3; I described the design of the study. The main focus of this chapter was to discuss the two tracks of data collection. The first track was about reviewing and interrogating admission policy document of Reakgona Adult Learning centre while the second track had to do with data collection. I also explained how the collected data was analysed using qualitative data analysis method. This chapter was concluded with the reflections, which is about my experiences during the research process. Chapter 4; presented the empirical results of the study. It gave an account of the programmes, which are offered at the centre and the extent to which these programmes are of benefit to the target group. It also provided the description of the centre, vision, mission, aims and objectives, types of programmes and their characteristics. The hierarchical structure of the role players is also outlined. The final chapter (five) presented the final conclusion based on the findings of this study. It gave the overall conclusion of what the researcher has discovered during the research process and account on programmes, which might be effective for the mentally disabled adults at Reakgona Adult Learning centre. Recommendations for the improvement of the programmes were also outlined. This chapter was concluded with the recommendations for further study. Description: Thesis (M.ED. (Adult Education)) --University of Limpopo, 2009 Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/10386/856 2009-01-01T00:00:00Z http://hdl.handle.net/10386/855 Title: An investigation into some traditional rites among the Letsoalo clan Authors: Letsoalo, Ngoanamogale Maggie Description: Thesis (M.Ed.) --University of Limpopo, 2009 Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/10386/855 2009-01-01T00:00:00Z http://hdl.handle.net/10386/845 Title: The effects of English language proficiency on performance and competence of learners in the rural secondary schools at Koloti Circuit Authors: Makgoka, Malesetja Patricia Abstract: This study investigated the effects of English Language Proficiency on Performance and Competence of Learners in the Rural Secondary Schools at Koloti circuit. The primary aim of this study was to establish whether English Language Proficiency had an effect on learners’ competence and performance in English as a Second Language and to establish the root cause of the problem of poor language proficiency. The background to this study was outlined, which was followed by an intensive literature review on the topic. The study followed a case study design which utilized 39 learners from the sampled schools in Koloti Circuit. Data was collected from diagnostic tests which were written by learners, questionnaires which were distributed to learners and parents, and interviews which were conducted with teachers and learners. The study showed that learners have serious deficiencies in reading, listening, speaking and writing skills which affect their competence and performance. The study also showed that this deficiency is attributed to teachers who need intensive in-service training in these skills. This study was based on Krashen’s and Cummin’s theories of second language learning. Description: Thesis (M.ED.) -- University of Limpopo, 2011 Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/10386/845 2011-01-01T00:00:00Z http://hdl.handle.net/10386/843 Title: Multilingualism in the FET band schools of Polokwane area, a myth or a reality Authors: Ntsoane, Mogodi Abstract: Language prejudice is of two types: positive and negative. Negative prejudice is image effacing. It is characterized by negative evaluation of one’s own language or speech patterns and a preference for someone else’s. An example of this kind of self- -denigration is the case of David Christiaan, the Nama Chief in Namibia, who, in response to the Dutch missionaries’ attempt to open schools that would conduct their teaching using Nama as a medium of instruction, is reported to have shouted, “Only Dutch, Dutch only! I despise myself and I want to hide in the bush when I am talking my Hottentot language” (Vedder, 1981: 275 as quoted in Ohly, 1992:65. In Ambrose, et al (eds.) undated: 15). Description: Thesis (M.ED.) --University of Limpopo, 2008 Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10386/843 2008-01-01T00:00:00Z