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Early mathematical competence provides the foundation for learners' cognitive development, problem-solving, and later academic achievement. Despite South Africa's commitment to mother-tongue-based education, many young learners continue to experience difficulties in mathematics because instruction is frequently mediated through English or inconsistent bilingual practices before learners develop adequate proficiency in the language of learning and teaching. This linguistic mismatch is particularly evident in rural schools, where it constrains conceptual understanding, mathematical communication, and learner participation. This study explored the benefits and challenges of integrating Tshivenda into early mathematics instruction in rural primary schools in the Vhembe District of Limpopo Province, South Africa. Guided by the interpretivist paradigm, the study adopted a qualitative multiple-case study design. Purposive sampling was used to select 24 participants, comprising 16 teachers, 4 Heads of Department, and 4 school principals, from 4 rural primary schools. Data were generated through semi-structured interviews, classroom observations, and document analysis and analysed using Braun and Clarke's thematic analysis. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, peer debriefing, reflexive journaling, and an audit trail. The findings revealed that integrating Tshivenda strengthened learners' conceptual understanding by connecting mathematical concepts with familiar linguistic and cultural experiences while promoting learner participation, confidence, mathematical discourse, and collaborative problem-solving. However, implementation remained constrained by limited mathematical terminology, inadequate teaching and learning resources, insufficient teacher preparation for multilingual pedagogy, and challenges associated with the transition to English in Grade 4. The study recommends developing standardised mathematical terminology, expanding culturally responsive instructional resources, strengthening continuous teacher professional development, and promoting collaboration among universities, language specialists, curriculum developers, and the Department of Basic Education to advance equitable, multilingual, and culturally responsive mathematics education.

In South Africa, Grade 10 subject streaming is a critical stage in secondary schooling that shapes learners' future educational and career opportunities. Informed subject choices align with Sustainable Development Goal 4 (Quality Education), which promotes inclusive and equitable learning opportunities. Although parental involvement is widely recognised as important during this transition, limited research has examined how parents in rural contexts prepare their children for subject-stream selection. Guided by Bronfenbrenner's Ecological Systems Theory, this study investigated whether and how parents prepare their children for Grade 10 subject streaming in rural secondary schools in the Vhembe District of Limpopo Province. A qualitative case study design was employed. Participants included parents of Grade 9 learners, learners, and educators responsible for subject guidance. Data were collected through semi-structured interviews and document analysis and analysed using thematic analysis. The findings revealed that parental participation in subject selection was often procedural rather than informed. While some parents attempted to guide their children, many lacked adequate knowledge of subject streams, curriculum requirements, and their links to further study and career pathways. Document analysis further showed that subject-choice forms largely functioned as administrative tools requiring parental signatures, with limited explanatory information regarding subject requirements and career opportunities. Socioeconomic challenges, limited educational attainment, and weak school-parent communication further constrained parental involvement. As a result, learners frequently relied on Life Orientation teachers, peers, and personal interests when selecting subjects. The study concludes that parental preparation for Grade 10 subject streaming in rural schools remains limited and uneven. It recommends strengthening school-parent partnerships, providing parent-focused subject-choice guidance, involving parents more directly in career-guidance activities, and improving access to subject-selection information through clear and accessible communication.

Gender-based violence undermines women's safety, dignity, and socioeconomic participation, particularly in rural communities where access to formal protection services may be constrained. This study examined how the Lunungwi Royal Council contributes to a culturally grounded rural protection ecosystem in Thulamela Local Municipality, South Africa. Guided by Afrocentricity, Sankofa, ecosystem theory, and collaborative governance, the study adopted an interpretive qualitative case-study design. Nine participants were purposively selected, comprising six Royal Council members, a community-based participant, a young representative, and an Indigenous knowledge holder. Data were generated through individual face-to-face semi-structured interviews and analysed using reflexive thematic analysis. The findings indicate that the Council provides culturally accessible reporting, temporary safety, mediation, moral education, and connections with community policing and social-service structures. Its effectiveness is constrained by limited professional training, unclear institutional boundaries, informal referral arrangements, inadequate documentation, social pressure, and women's economic dependence. The study proposes a Culturally Grounded Rural Protection Ecosystem Framework integrating Indigenous governance, community protection, statutory, professional services, economic empowerment, and coordinated accountability. Cultural legitimacy can strengthen GBV responses when combined with survivor-centred procedures, constitutional accountability, and women's socioeconomic agency.