scholarly journals A Review: Assessment of Trace Metals in Municipal Sewage and Sludge: A Case Study of Limpopo Province, South Africa

Sewage ◽  
2018 ◽  
Author(s):  
Kudakwashe K. Shamuyarira ◽  
Jabulani R. Gumbo
Keyword(s):  
South Africa ◽  
Trace Metals ◽  
Limpopo Province ◽  
Municipal Sewage

scholarly journals The Establishment of Vegetable and Fruit Markets and Nurseries: A Case Study in the Waterberg District, Limpopo Province, South Africa

2014 ◽  
Vol 6 (7) ◽  
Author(s):  
P. Maponya ◽  
D. Modise ◽  
E. Van Heerden ◽  
S. Mahlangu ◽  
N. Baloyi ◽  
...  
Keyword(s):  
South Africa ◽  
Limpopo Province

scholarly journals Assessment of Trace Metals Contamination of Surface Water and Sediment: A Case Study of Mvudi River, South Africa

2016 ◽  
Vol 8 (2) ◽  
pp. 135 ◽  
Author(s):  
Joshua Edokpayi ◽  
John Odiyo ◽  
Oluwaseun Popoola ◽  
Titus Msagati
Keyword(s):  
South Africa ◽  
Surface Water ◽  
Trace Metals ◽  
Water And Sediment

Complexities of Leading Rural Schools in South Africa: Learning from Principals’ Voices

2020 ◽  
Vol 16 (2) ◽  
pp. 225-253
Author(s):  
Phumlani Erasmus Myende ◽  
Selaelo Maifala
Keyword(s):  
South Africa ◽  
Qualitative Study ◽  
Rural Schools ◽  
Limpopo Province ◽  
What Works ◽  
Interpretive Paradigm ◽  
Encounter Complex ◽  
Multiple Challenges ◽  
Administrative Tasks

This article reports the findings of a qualitative study that examined what it means to be a principal in the context of rurality. We argue that principals in the 21st century encounter complex work situations that make it hard for them to manoeuvre. Furthermore, for principals in the context of rurality, such complexities pose multiple dilemmas, given that rurality exposes principals to multiple challenges. Using a case study within an interpretive paradigm, we interviewed and observed five principals from rural schools in the Limpopo province. The study found that principals’ leadership focuses dominantly on administrative tasks. It further identified social and institutional complexities that principals encounter and argues that these complexities compel to treat rural schools as systems. While we hail this view of schools, it emerged that some units of the system appear to be thwarting the progress of principals in leading rural schools. We conclude that, at times, principals’ leadership in the context of rurality can be defined as a leadership that shuns policies and issues of social justice for the purpose of finding what works in their contexts.

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