Health Facilities, Services and Resourceshttp://hdl.handle.net/123456789/9642024-03-28T18:51:14Z2024-03-28T18:51:14ZThe Impact of Maternal on Children's Health and Education OutcomesSouthern Africa Labour and Development Research UnitLittle, MArdington, Chttp://hdl.handle.net/123456789/14062018-07-12T09:43:16Z2016-01-01T00:00:00ZThe Impact of Maternal on Children's Health and Education Outcomes
Southern Africa Labour and Development Research Unit; Little, M; Ardington, C
The HIV/AIDS pandemic continues to have a devastating impact, particularly on the lives of sub‐Saharan African children. In addition to reversing the downward secular trend in infant and child mortality, HIV/AIDS has orphaned millions of children. Substantial progress has been made in reducing mother‐to‐child transmission, but rates of orphanhood continue to climb despite increased availability of antiretroviral therapy. UNAIDS estimates that in sub‐Saharan Africa in 2014, 11 million children under the age of 18 had lost one or both of their parents to AIDS (UNAIDS 2016).
2016-01-01T00:00:00ZAnalysing the Links Between Child Health and Education Outcomes: Evidence from National Income Dynamics Study (NIDS) Waves 1-4Southern Aafrica Labour and Development Research UnitCasale, Dhttp://hdl.handle.net/123456789/14032018-07-11T08:24:01Z2016-01-01T00:00:00ZAnalysing the Links Between Child Health and Education Outcomes: Evidence from National Income Dynamics Study (NIDS) Waves 1-4
Southern Aafrica Labour and Development Research Unit; Casale, D
The paper focuses on the relationship between child health and education outcomes in the National Income Dynamics Study (NIDS)panel data. NIDS collects detailed information on the health status of children, including anthropometric data, and on their progression through the schooling system, providing the unique opportunity to analyse the implications of child health for human capital accumulation over the life-cycle at the national level.The 1993 Project for Statistics on Living Standards and Development (PSLSD) also collected data on both anthropometric and education outcomes for a nationally representative sample, but only at the cross‐section, while other longitudinal studies for South Africa with this information are region‐specific, have smaller sample sizes, and are from a much earlier period.
2016-01-01T00:00:00ZAn Investigation of the Challenges Affecting Reading in the Foundation Phase in Rural Areas of Bolobedu, Limpopo ProvinceMafokwane, MFhttp://hdl.handle.net/123456789/13992018-07-11T08:16:40Z2017-01-01T00:00:00ZAn Investigation of the Challenges Affecting Reading in the Foundation Phase in Rural Areas of Bolobedu, Limpopo Province
Mafokwane, MF
This study aims to investigate the challenges affecting reading in the foundation phase and to explore the different approaches that teachers use to address them. The research is qualitative in nature and used a case study approach. Data was collected through semi-structured interviews, observations, and document analyses. Participants were teachers from two different schools in the rural areas of Bolobedu, Limpopo Province of South Africa. The data collected revealed the challenges encountered by teachers in teaching reading in the foundation phase of schooling. I also analysed documents that teachers used in teaching reading. The documents were used to triangulate the data obtained through observations and interviews. Content analysis was used to interpret and make meaning of the data. The findings revealed challenges of a socio-economic nature, parental involvement, family roles, poverty, teacher competency, availability of resources and language barriers leading to barriers to reading. In addressing these challenges, teachers rely on workshops, phase and grade meetings and their personal experiences.
2017-01-01T00:00:00ZExploring Occupational Services Rendered at Public High Schools for Teachers in Vhembe District, LimpopoLigege, FJhttp://hdl.handle.net/123456789/13982018-07-11T08:15:06Z2016-03-01T00:00:00ZExploring Occupational Services Rendered at Public High Schools for Teachers in Vhembe District, Limpopo
Ligege, FJ
Due to the lack of direct access to human resource offices, most public schools are usually neglected to issues of health and occupational services. Teachers are faced with occupational challenges such as stress, physical and mental health issues, increased workload, long working hours, unrealistic deadlines, inadequate remuneration, HIV/AIDS , poor personal financial management and relationship problems. Therefore, this requires teachers to have access to professional occupational services which aim to support and enhance their well-being when required. The research study explored on occupational services rendered at rural public high schools for teachers in Limpopo. The qualitative research approach and a case study research design were utilised. A type of non-probability sampling, purposive sampling also known as judgemental sampling was used to select research participants. The sample consisted of 19 teachers from two public high schools, who participated in three focus groups. With the various findings from study and identifying challenges in the various schools, it is evident that the Department of Education in Limpopo needs to prioritise the provision of occupational health services to teachers in the rural areas. Such services are anticipated to enhance the well-being of teachers, which is further hoped, that learners will benefit from quality education provided by teachers, impacting positively on the year end outcomes.
2016-03-01T00:00:00Z