https://ir.unisa.ac.za/handle/10500/30860 Tue, 04 Aug 2026 07:24:36 GMT 2026-08-04T07:24:36Z https://ir.unisa.ac.za/handle/10500/32837 Breaking the silence: examining the prevalence, causes and consequences of sexual abuse of learners by educators in South African schools Muleya, Abgirl; Mavhandu-Mudzusi, Azwihangwisi Helen; Adekola, Ayobami Precious; Matakanye, Hulisani; Tshivhase, Livhuwani Introduction: The sexual abuse of learners by educators remains a significant issue in the South African educational system, compromising the learners' well-being and the veracity of institutions. Despite having solid or robust policy structures in place, incidents keep emerging, often hushed by stigma, power dynamics, and insufficient institutional retorts. The ongoing challenges of sexual exploitation in educational environments stipulate cavernous structural and cultural encounters that are not yet fully comprehended. This study rigorously explores the incidences and effects of sexual abuse committed by educators in selected government public South African schools, specifically concentrating on the Soutpansberg North Circuit in Limpopo Province. Methods: A qualitative cyclical longitudinal ethnographic design was used to gain in-depth insights into the experiences of 16 trained Life Orientation (L.O.) educators selected using purposive sampling techniques. This study was conducted in the rural area of Southpansberg North Circuit of Messina, located in the Limpopo Province of South Africa. Data was collected through ethnographic group discussions and participant observation. Thematic analysis was employed to analyze data. Results: The findings disclosed that sexual abuse frequently arises from a power imbalance between educators and learners. The participants expressed fear and hesitancy in reporting cases of sexual abuse. Furthermore, the finding reflects how the insensitivity of police and the lack of confidentiality dissuade victims from reporting. The study also highlighted the normalisation of learner - educator relationships within communities. Discussion: Together, the findings reveal a complex crisis rooted in gender disparities, power imbalances, and institutional fragility. The patriarchal system perpetuates uneven power relations and normalizes gendered dominance, especially between male teachers and female learners. In light of the findings and implications, it is recommended that the Department of Basic Education establish more stringent regulations and monitoring mechanisms to ensure compliance with the South African School-based Child Protection Committees. Fri, 12 Jun 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32837 2026-06-12T00:00:00Z https://ir.unisa.ac.za/handle/10500/32798 The effectiveness of a graduate internship programme in enhancing employment and career development opportunities for South African youths Mariba, Louisa Munyadziwa The research was a qualitative study where it explored and evaluated the effectiveness of a graduate internship programme at a resident university under study. The aim of the study was to find out if the programme was useful to graduates attempting to gain work experience and skills and competencies required in the workplace. Face-to-face semi-structured interviews were conducted with mentors, line managers (of former interns already in employment) and former interns. Focus-group discussions took place with interns who were currently in the system. The findings show that the programme is achieving its intended outcomes as far as graduates gaining the necessary skills and work exposure. This was made possible because interns are allocated a mentor and workplan right at the start of the programme. They receive constant feedback for them to develop skills and to improve their performance. Achieving these was only possible when the interns themselves were ready to learn and committed to their work. Mon, 01 Jun 2020 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32798 2020-06-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32749 Exploring misconceptions and errors that manifest when grade 10 learners simplify tasks involving algebraic fractions: a case of selected high school in Mopani West District, Limpopo Province Mkhari, Cynthia Poor mathematics performance is a global issue, including in South Africa, with a reported decline in skills worldwide Berisha et al. (2024). Learners struggle with understanding algebraic fractions, which are essential in mathematics. Inadequate algebraic knowledge can impact learners' confidence and success in Further Education and Training, limiting their career prospects in Science and Engineering. The purpose of this study was therefore to explore the misconceptions and errors that manifest when Grade 10 learners simplify tasks involving algebraic fractions. Thirty-six (36) learners from Mopani West District in Limpopo studying mathematics were purposively sampled to participate in the study. The qualitative case study method used included data collection techniques such as a written test and semi-structured interviews. This dissertation draws upon Newman’s theory to provide a framework for understanding and explaining the phenomenon. Findings reveal that learners manipulate rules they learned in whole numbers and inappropriately apply them in algebraic fractions. This misapplication is evident in errors related to comprehension, procedural skills, transformation, and encoding. Based on the findings, the study recommends that learners should work on problems that foster connections in mathematics. A further recommendation is that learners need to have a deep understanding of the underlying principles governing the operations with fractions. Further research is necessary to explore alternative learner-centered strategies, such as inquiry-based learning and active notetaking, to assess their potential impact on enhancing learner performance in algebraic fractions. Investigating the efficacy of these approaches will provide valuable insights into their effectiveness in fostering deeper understanding and improving learner performance in mathematics education. Sat, 01 Feb 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32749 2025-02-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32744 Grade 9 learners’ understanding of algebraic expressions: A case of a selected high school in Frances Baard District in the Northern Cape Kwankye, Emmanuel Mathematics underachievement is a global challenge, with South Africa also experiencing a decline in skills consistent with international trends. This study aimed to explore the understanding of algebraic expressions amongst Grade 9 learners. The study was inspired by the fact that learners in the Northern Cape usually demonstrate dismal performance in algebraic expressions. When learners lack strong algebraic skills, it can reduce their confidence and achievement in further education and training, restricting access to careers in Science and Engineering. This study draws on Skemp’s theory of understanding to help explain and make sense of the phenomenon of poor performance in algebraic expression. The study adopted a qualitative case study research approach in which 40 learners from a selected school in the Frances Baard District, Northern Cape in South Africa, participated. Test and semi-structured interviews were used to collect data. The findings of the study revealed that learners lack the fundamental concepts or pre-requisite knowledge in algebraic expression. They also lack relational understanding in algebraic expressions and moreover, their mathematical connection abilities were very low. The implications of this study include but are not restricted to, the need for teachers to pay special attention, monitor, document and carefully examine learners’ misconceptions and conceptual gaps when teaching algebraic expression. There is also a need for learners to be exposed to appropriate, practical and real life-scenarios during the teaching and learning of algebraic expressions to make the content more simple, realistic, engaging and understandable. These stated implications should be regarded in view of some of the limitations of this research, including the small sample size, limited time and resources. Wed, 30 Jul 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32744 2025-07-30T00:00:00Z