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This study investigated the management of teaching and assessment of the "qualified to be progressed" learners (QP) for quality learning and teaching. Mixed methods approach was adopted. Random and purposive sampling were used to select teachers and School Management Team (SMT) member respectively who formed the study sample. The study was conducted in 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Data was collected from the 165 selected teachers through the use of questionnaires while interviews were conducted for 10 SMTs. The quantitative data was analysed using percentage, while the qualitative data was coded and thematically analysed. The finding of the study showed that there are no clearly developed strategies to help manage the teaching and assessment of the QP learners. The study recommends that the DBE, through its curriculum section, should assist the SMTs in the development of strategies to help manage the teaching and assessment of the QP learners for quality teaching and learning.

Researchers in the social sciences generally encounter problems in getting information when dealing with topics that are regarded as sensitive in school management. Principals regard certain issues as sensitive, and find it difficult to discuss them with researchers. We report on an investigation into such sensitive issues in Limpopo province, South Africa, as well as the reasons why principals regard them as sensitive. Interviews with 12 individual principals were conducted to gain an understanding of issues that they regard as sensitive. A 33-item self-report questionnaire was administered to 180 principals drawn from 272 secondary schools. Results reveal a range of issues regarded as sensitive to report on that pervade the management of schools. Principals have reported on the various reasons why they regard each of the aspects as sensitive, thereby making it difficult for them to provide the required information. Analysis of the different sensitive issues shows that certain biographical characteristics are significant mediators in principals' perceptions of sensitive issues in school management. When researchers wish to elicit information on the issues identified in this study, they should consider methodological issues that may influence the investigation so that understanding and giving voice and visibility is not jeopardized.

This study investigated the management of teaching and assessment of the "qualified to be progressed" learners (QP) for quality learning and teaching. Mixed methods approach was adopted. Random and purposive sampling were used to select teachers and School Management Team (SMT) member respectively who formed the study sample. The study was conducted in 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Data was collected from the 165 selected teachers through the use of questionnaires while interviews were conducted for 10 SMTs. The quantitative data was analysed using percentage, while the qualitative data was coded and thematically analysed. The finding of the study showed that there are no clearly developed strategies to help manage the teaching and assessment of the QP learners. The study recommends that the DBE, through its curriculum section, should assist the SMTs in the development of strategies to help manage the teaching and assessment of the QP learners for quality teaching and learning. [ABSTRACT FROM AUTHOR]

There is a strong move in many parts of the world for teaching to become an evidence-based profession; however, there are debates about the role of health educator performance evaluation as a catalyst for the improvement of teaching. The aim of this study was to investigate the efficacy of health educator performance evaluation procedures using the Integrated Quality Management System. This quantitative study used questionnaires to collect data from three hundred and thirty eight respondents selected through a convenient sampling procedure. The results show that while continuing health educator skills development process is an acceptable approach to quality teaching, the evaluation processes to determine areas of development are flawed. The results further show that through this process, health educators' areas of professional development are identified and educators professionally developed. Their skills improve and learners benefit. The results suggest that despite some flaws in the process, the Integrated Quality Management system is an acceptable approach to evaluating health educators for quality teaching in the present health environment. Health educator evaluation plays a major role in the improvement of teaching through development of teaching skills. Evaluation creates a need for change of attitude from all concerned if the desired results regarding quality of health educators are to be achieved. The results suggest that the evaluation instrument needs to be improved while procedures also need strengthening so that an environment conducive for health educator' professional development is created. [ABSTRACT FROM AUTHOR]

The article discusses a study on school management-related issues that were perceived as sensitive by principals in Limpopo province, South Africa. The study stated some moral issues that were regarded as extremely sensitive including sexual abuse between educators and students, and teachers and learners with AIDS. Issues that are said to be less sensitive for principals are cited. Among the reasons why principals viewed matters as sensitive were confidentiality, fear of legal sanction and violation of rights.