The Aim of the Study - The study aims at describing the organizational functioning of certain South African Universities, mainly in terms of a) The processes of goal formulation, b) The structure of the universities, as well as the relationships between the main structural components, c) The nature of the communication and control processes in the Universities. By doing this the study could be of use in promoting a better understanding of the university as an organization. The Method of the Study - The first part of the study consist of an investigation of the literature pertaining to: a) The historical development of the university in the western world with particular emphasis on structural aspects. b) The theory of organizations. c) Contemporary studies of universities, mainly in the USA and Great Britain. The second part of the study deals with the results of an empirical investigation at nine South African universities. During visits to these universities interviews were held with sixty-eight individuals. In the final part of the study the results of both the literature study and the interviews were interpreted leading to a model of the organizational functioning of these universities. The Limitations of the Study - a) The study was limited in that only nine of the seventeen universities in South Africa were included in the investigation. This was done to ensure a sample of similar institutions for the study. b) The university can be studied from different perspectives. This study concentrates on the university as an organization, rather than on the perspectives of the university as an institution or as a community. c) The study limits itself to the main structural components of the university, thus avoiding personal or interpersonal aspects. d) The study concentrates on the managerial level of the functioning of the universities avoiding any detailed involvement in aspects of instruction and research. The Historical Development of the University - The mediaeval university was modelled after the mediaeval guilds, and the university thus became an organization controlled by its members, particularly the masters or teachers. The structure of the University of Paris, consisting of four nations and four faculties, was complex, but it is noteworthy that the elected officials of the University had little executive authority and were only elected for short periods at a time. This was not the case in Bologna where the students, and not the teachers, were in control of the university and where the elected officials had more executive authority. The development of colleges at particularly the Universities of Oxford and Cambridge introduced, for the first time, a structure whereby the daily lives of students were controlled by the university. This was probably the first of a series of additional functions that the university took upon itself since the middle ages. These additional functions, including in later centuries. various aspects of research, student services and community services, brought about a greater complexity in the university but it was nevertheless still handled within the basic structural arrangements of the mediaeval universities. The new German universities of the nineteenth century introduced research as an essential function of the university and also introduced active involvement by the government in university affairs. These developments also lead to a more prominent position for the professor as the head of the academic department. The first South African universities grew from colleges that were founded by public groups in the nineteenth century. The first of those colleges came to be governed by a College Council consisting of a majority of lay members, including government representatives. Purely academic matters were delegated to a Senate, consisting of the professors of the College. This structure was eventually adopted by all South African universities. The Theory of Organizations and its application on Universities - The work of the early management thinkers like Fayol, Weber and Taylor lead to the development of a school of thought about management witch came to be known as the classical school. This work has gained widespread acceptance, particularly because of the "management' principles" that it developed. The work of the behaviouralist school challenged the classical school's incomplete view of particularly the human aspects of organizations and thus lead to a more comprehensive view of organizations. During the sixties various systems based approaches to the •Study of organizations were developed. The sociotechnical model, based on the work of Homans and the Tavistock-group, and the decision-based approach of the Carnegie-school formed a basis from which the contingency theory of organizations evolved. The contingency theory provides a useful approach to the study of various organizations, particularly because it recognises the differences that exist between organizations and also because it allows the prediction of such differences. on the basis of the various contingencies faced by organizations. The work of Khandwalla (1977) is a useful compilation of the contingency theory and the propositions of Khandwalla are used to predict the characteristics of South African universities on the basis of a description of these organizations and their environments. Different sets of assumptions and predictions were developed for both the academic activities of the university and the non-academic support functions. These predictions correlated well with the results •of the empirical investigations. Lastly the applicability of the organizations type, the "professional beaurocracy" (Mintzberg, 1979), was also evaluated in relation to these universities. This model correlated well with some aspects but not with all. Models of the University - Beaurocratic and Collegial Models: The two basic models of the university are the beaurocratic and the collegial models. These• models are both incomplete descriptions of South African universities. The beaurocratic model ignores the important decision-making processes in universities and the collegial model ignores the authority of the different formal positions in the university structure. Other Models: Rice (1970) outlines a model of the university largely based on the concept of "process flow". This model reduces the university to a rather mechanical structure, neglecting the many complex interactions that form part of the functioning of universities. Verry and Davies (1976) use an econometric approach to describe the university. This is useful in analyzing aspects such as marginal costs but it is not useful for the purposes of this study Baldridge (1971) developed a "political" model of the university focusing on the processes of negotiating and the role of interest groups. This is a useful model but it places too much emphasis on crisis and conflict situations and too little on the normal functioning of universities. Richman and Farmer (1974) states that universities are mismanaged due to a lack of clear goals and they propose goal formulation as the basis for a proposed system of university management. Cyert (1975) agrees with this reasoning and outlines a process of evaluation based on this approach. Clark (1977) described the university as a federation of groups.-whilst the groups are often run on a collegial basis the coordination between the groups is more often handled on a beaurocratic basis. Cohen and March (1974) found that the university was an "organized anarchy", an organization in which departments and other segments of the organization were almost autonomous. Leadership was very weak and the organization as a whole aimless and purposeless. Two generalized Models: From the foregoing two generalized models of the university were postulated. The first is called the "traditional model" and this model stresses values such as individual autonomy and collegial values. The second model is called the "management model" and it stresses the necessity of clear goals, evaluation of achievement and a •strong role for the university management. The management model is of a normative nature whilst the traditional model is more often found in empirical studies of universities. The Goals of Universities - The nature of an organization is largely determined by the goals of that organization. The model of goal formulation described by Cyert and March (1963) states that goals are not determined only by the management of an organization but that it should rather. be seen as the result of a negotiation process involving numerous persons and groups both inside and outside the organization. Normative goals of the University - Various authors discussed the role of the university and amongst them Newman (1858) is notable for his view that universities should see their main task as the transmission, of culture and the general education of men rather than training for professions. Another view is that universities should see their task firstly as the quest and transmission of knowledge. This emphasis on research has gained widespread acceptance as another basic function of the university. The function of training people, particularly for professions in the community, has always been a part of the task of universities. Particularly from the point of view of the community this is an important task of the university. The task of community service as a secondary function of universities has also been firmly established. It is shown that these views of the university are not necessary complementary and that a clear formulation of aims based on all these various views is difficult to achieve. Commissions of Enquiry into universities in Britain, the USA and South Africa all formulated aims of the university in similar terms, indicating the wide and vague nature of university goals. The Empirical Investigation into goals - The questions asked during the interviews which formed part. of this study were analyzed and it was shown that goals in a university are formulated on different levels. Goals pertaining to the area of research of individual academics were established by individual academics. Goals pertaining to the nature and content of courses were established by academic departments with some control by faculties. The management of the university thus had little direct involvement in the formulation of goals pertaining to the basic university functions. Their role was mostly on the level of the allocation of resources. THE STRUCTURAL COMPONENTS OF SOUTH AFRICAN UNIVERSITIES - The structure of the universities was reduced to the following seven components: 1. The Council and its committees, 2. The Senate and its committees. 3. The Principals and Vice-Principals. 4. The. Academics. 5. The Administrative Staff. 6. The Students. 7. The Environment of the University. Each of these components were analyzed in the literature and various aspects were also dealt with during the interviews, particularly by establishing the amount of agreement that the respondents had with a list of twenty statements concerning universities. The Council and its committees - It was found that whilst the council had great legal powers in running the university the style of the council, consisting of a majority of lay members, was likely to be reactive. The councils are often informed and guided by those members who are employed by the universities and lay members have limited influence. The Senate and its committees - Many respondents found university senates to be clumsy and ineffective bodies, mainly because they mostly consist of more than 100 members. Various mechanisms have been employed to streamline the functioning of senate but the overall results does not indicate a clear picture. The Principals and Vice-Principals - This component of the university is in a key position, not only because of its roll in both the council and senate but also because of its great influence in the allocation of resources within the University. The authority of the principals and vice-principals is however limited by the large amount of autonomy enjoyed by academics. The style of leadership that is appropriate to this component is that of persuasion and academic leadership rather than that of directing and controlling. The Academics - It is shown that academics can, for many purposes, be regarded as professionals but that there are also basic differences between the traditional professions and the academic’s role in a university. The academic department is the basic component in the university structure. Because it handles both the teaching and research functions without much outside, interference it can be regarded as the essential part of the university structure. The role •of the heads of departments in South African universities follows the British pattern in which the head is in a very strong position relative to the staff and students in his department. The Administrative Staff - The management of the administrative component of the university can either be handled by a committee structure consisting mainly of academics or the administration could be seen as a component that should be managed in a beaurocratic manner. These two styles are often found mixed in South African : universities and this causes tension and leads to frustration and inefficiency. The Students - Despite various efforts to involve students to a larger extent in the decision-making processes of the university the actual role played by students is limited to sporadic inputs in certain areas. The Environment of the University - South African Universities are influenced by a great number of institutions and individuals in the community. This influence is brought to bear on practically all the components of the university. Control Processes at Universities - It is shown that universities are traditionally reluctant to introduce effective control processes, including evaluation and corrective procedures, in respect of academic activities. The empirical study indicated that whilst most respondents were agreeable to the basic principles of control processes most of them also had serious reservations to the practical implications of the introduction of such measures. Organizations such as universities are also ill equipped to adopt themselves to changes in the demands made on them. Rather than making basic changes in the organizational structure new demands are normally met by establishing new organizational units to handle these new responsibilities. Conclusion. When evaluating the results of the study against the "traditional" and "management" models of the university it was found that both the theoretical predictions and the empirical investigation strongly supported the traditional model of the university as the applicable one to South African universities. The limited role of council, the large amount of freedom that academics enjoy in teaching and research, the subordinate role of administrative staff and the virtual absence of control processes all support this view. The very active and influential role of the principals and vice-principals in the management of the university and the importance of the environment to the university does however indicate that important aspects of the management model are also present in the universities. / Thesis (DBA)--PU vir CHO, 1982

The Aim of the Study - The study aims at describing the organizational functioning of certain South African Universities, mainly in terms of a) The processes of goal formulation, b) The structure of the universities, as well as the relationships between the main structural components, c) The nature of the communication and control processes in the Universities. By doing this the study could be of use in promoting a better understanding of the university as an organization. The Method of the Study - The first part of the study consist of an investigation of the literature pertaining to: a) The historical development of the university in the western world with particular emphasis on structural aspects. b) The theory of organizations. c) Contemporary studies of universities, mainly in the USA and Great Britain. The second part of the study deals with the results of an empirical investigation at nine South African universities. During visits to these universities interviews were held with sixty-eight individuals. In the final part of the study the results of both the literature study and the interviews were interpreted leading to a model of the organizational functioning of these universities. The Limitations of the Study - a) The study was limited in that only nine of the seventeen universities in South Africa were included in the investigation. This was done to ensure a sample of similar institutions for the study. b) The university can be studied from different perspectives. This study concentrates on the university as an organization, rather than on the perspectives of the university as an institution or as a community. c) The study limits itself to the main structural components of the university, thus avoiding personal or interpersonal aspects. d) The study concentrates on the managerial level of the functioning of the universities avoiding any detailed involvement in aspects of instruction and research. The Historical Development of the University - The mediaeval university was modelled after the mediaeval guilds, and the university thus became an organization controlled by its members, particularly the masters or teachers. The structure of the University of Paris, consisting of four nations and four faculties, was complex, but it is noteworthy that the elected officials of the University had little executive authority and were only elected for short periods at a time. This was not the case in Bologna where the students, and not the teachers, were in control of the university and where the elected officials had more executive authority. The development of colleges at particularly the Universities of Oxford and Cambridge introduced, for the first time, a structure whereby the daily lives of students were controlled by the university. This was probably the first of a series of additional functions that the university took upon itself since the middle ages. These additional functions, including in later centuries. various aspects of research, student services and community services, brought about a greater complexity in the university but it was nevertheless still handled within the basic structural arrangements of the mediaeval universities. The new German universities of the nineteenth century introduced research as an essential function of the university and also introduced active involvement by the government in university affairs. These developments also lead to a more prominent position for the professor as the head of the academic department. The first South African universities grew from colleges that were founded by public groups in the nineteenth century. The first of those colleges came to be governed by a College Council consisting of a majority of lay members, including government representatives. Purely academic matters were delegated to a Senate, consisting of the professors of the College. This structure was eventually adopted by all South African universities. The Theory of Organizations and its application on Universities - The work of the early management thinkers like Fayol, Weber and Taylor lead to the development of a school of thought about management witch came to be known as the classical school. This work has gained widespread acceptance, particularly because of the "management' principles" that it developed. The work of the behaviouralist school challenged the classical school's incomplete view of particularly the human aspects of organizations and thus lead to a more comprehensive view of organizations. During the sixties various systems based approaches to the •Study of organizations were developed. The sociotechnical model, based on the work of Homans and the Tavistock-group, and the decision-based approach of the Carnegie-school formed a basis from which the contingency theory of organizations evolved. The contingency theory provides a useful approach to the study of various organizations, particularly because it recognises the differences that exist between organizations and also because it allows the prediction of such differences. on the basis of the various contingencies faced by organizations. The work of Khandwalla (1977) is a useful compilation of the contingency theory and the propositions of Khandwalla are used to predict the characteristics of South African universities on the basis of a description of these organizations and their environments. Different sets of assumptions and predictions were developed for both the academic activities of the university and the non-academic support functions. These predictions correlated well with the results •of the empirical investigations. Lastly the applicability of the organizations type, the "professional beaurocracy" (Mintzberg, 1979), was also evaluated in relation to these universities. This model correlated well with some aspects but not with all. Models of the University - Beaurocratic and Collegial Models: The two basic models of the university are the beaurocratic and the collegial models. These• models are both incomplete descriptions of South African universities. The beaurocratic model ignores the important decision-making processes in universities and the collegial model ignores the authority of the different formal positions in the university structure. Other Models: Rice (1970) outlines a model of the university largely based on the concept of "process flow". This model reduces the university to a rather mechanical structure, neglecting the many complex interactions that form part of the functioning of universities. Verry and Davies (1976) use an econometric approach to describe the university. This is useful in analyzing aspects such as marginal costs but it is not useful for the purposes of this study Baldridge (1971) developed a "political" model of the university focusing on the processes of negotiating and the role of interest groups. This is a useful model but it places too much emphasis on crisis and conflict situations and too little on the normal functioning of universities. Richman and Farmer (1974) states that universities are mismanaged due to a lack of clear goals and they propose goal formulation as the basis for a proposed system of university management. Cyert (1975) agrees with this reasoning and outlines a process of evaluation based on this approach. Clark (1977) described the university as a federation of groups.-whilst the groups are often run on a collegial basis the coordination between the groups is more often handled on a beaurocratic basis. Cohen and March (1974) found that the university was an "organized anarchy", an organization in which departments and other segments of the organization were almost autonomous. Leadership was very weak and the organization as a whole aimless and purposeless. Two generalized Models: From the foregoing two generalized models of the university were postulated. The first is called the "traditional model" and this model stresses values such as individual autonomy and collegial values. The second model is called the "management model" and it stresses the necessity of clear goals, evaluation of achievement and a •strong role for the university management. The management model is of a normative nature whilst the traditional model is more often found in empirical studies of universities. The Goals of Universities - The nature of an organization is largely determined by the goals of that organization. The model of goal formulation described by Cyert and March (1963) states that goals are not determined only by the management of an organization but that it should rather. be seen as the result of a negotiation process involving numerous persons and groups both inside and outside the organization. Normative goals of the University - Various authors discussed the role of the university and amongst them Newman (1858) is notable for his view that universities should see their main task as the transmission, of culture and the general education of men rather than training for professions. Another view is that universities should see their task firstly as the quest and transmission of knowledge. This emphasis on research has gained widespread acceptance as another basic function of the university. The function of training people, particularly for professions in the community, has always been a part of the task of universities. Particularly from the point of view of the community this is an important task of the university. The task of community service as a secondary function of universities has also been firmly established. It is shown that these views of the university are not necessary complementary and that a clear formulation of aims based on all these various views is difficult to achieve. Commissions of Enquiry into universities in Britain, the USA and South Africa all formulated aims of the university in similar terms, indicating the wide and vague nature of university goals. The Empirical Investigation into goals - The questions asked during the interviews which formed part. of this study were analyzed and it was shown that goals in a university are formulated on different levels. Goals pertaining to the area of research of individual academics were established by individual academics. Goals pertaining to the nature and content of courses were established by academic departments with some control by faculties. The management of the university thus had little direct involvement in the formulation of goals pertaining to the basic university functions. Their role was mostly on the level of the allocation of resources. THE STRUCTURAL COMPONENTS OF SOUTH AFRICAN UNIVERSITIES - The structure of the universities was reduced to the following seven components: 1. The Council and its committees, 2. The Senate and its committees. 3. The Principals and Vice-Principals. 4. The. Academics. 5. The Administrative Staff. 6. The Students. 7. The Environment of the University. Each of these components were analyzed in the literature and various aspects were also dealt with during the interviews, particularly by establishing the amount of agreement that the respondents had with a list of twenty statements concerning universities. The Council and its committees - It was found that whilst the council had great legal powers in running the university the style of the council, consisting of a majority of lay members, was likely to be reactive. The councils are often informed and guided by those members who are employed by the universities and lay members have limited influence. The Senate and its committees - Many respondents found university senates to be clumsy and ineffective bodies, mainly because they mostly consist of more than 100 members. Various mechanisms have been employed to streamline the functioning of senate but the overall results does not indicate a clear picture. The Principals and Vice-Principals - This component of the university is in a key position, not only because of its roll in both the council and senate but also because of its great influence in the allocation of resources within the University. The authority of the principals and vice-principals is however limited by the large amount of autonomy enjoyed by academics. The style of leadership that is appropriate to this component is that of persuasion and academic leadership rather than that of directing and controlling. The Academics - It is shown that academics can, for many purposes, be regarded as professionals but that there are also basic differences between the traditional professions and the academic’s role in a university. The academic department is the basic component in the university structure. Because it handles both the teaching and research functions without much outside, interference it can be regarded as the essential part of the university structure. The role •of the heads of departments in South African universities follows the British pattern in which the head is in a very strong position relative to the staff and students in his department. The Administrative Staff - The management of the administrative component of the university can either be handled by a committee structure consisting mainly of academics or the administration could be seen as a component that should be managed in a beaurocratic manner. These two styles are often found mixed in South African : universities and this causes tension and leads to frustration and inefficiency. The Students - Despite various efforts to involve students to a larger extent in the decision-making processes of the university the actual role played by students is limited to sporadic inputs in certain areas. The Environment of the University - South African Universities are influenced by a great number of institutions and individuals in the community. This influence is brought to bear on practically all the components of the university. Control Processes at Universities - It is shown that universities are traditionally reluctant to introduce effective control processes, including evaluation and corrective procedures, in respect of academic activities. The empirical study indicated that whilst most respondents were agreeable to the basic principles of control processes most of them also had serious reservations to the practical implications of the introduction of such measures. Organizations such as universities are also ill equipped to adopt themselves to changes in the demands made on them. Rather than making basic changes in the organizational structure new demands are normally met by establishing new organizational units to handle these new responsibilities. Conclusion. When evaluating the results of the study against the "traditional" and "management" models of the university it was found that both the theoretical predictions and the empirical investigation strongly supported the traditional model of the university as the applicable one to South African universities. The limited role of council, the large amount of freedom that academics enjoy in teaching and research, the subordinate role of administrative staff and the virtual absence of control processes all support this view. The very active and influential role of the principals and vice-principals in the management of the university and the importance of the environment to the university does however indicate that important aspects of the management model are also present in the universities. / Thesis (DBA)--PU vir CHO, 1982

Die tydperk in die Transvaalse geskiedenis wat met hierdie werkstuk bestryk word, het al heelwat aandag van sowel tydgenootlike skrywers as latere historici ontvang. Uit die aard van die saak het die aandag in die eerste instansie op die meer dramatiese geval - die Boere se stryd teen Britse oorheersing en hulle pogings om hulle onafhanklikheid terug te kry, wat ten einde laaste op die Eerste Vryheidsoorlog van 1880-1881 uitgeloop het. 'n Verdere faset waaraan reeds aandag bestee is, is die wyse waarop die Engelse Transvaal in hierdie jare regeer het. Waarskynlik omdat dit as 'n aparte tema beskou is, het die skrywer van hierdie werk egter geen aandag aan die Britte se administrasie van die Swartes bestee nie. Die aspek van die Britse tydperk in Transvaal het tot dusver weinig aandag ontvang. Weliswaar is sekere aspekte daarvan reeds aangesny, maar met enkele uitsonderings was dit nog nie die onderwerp van wetenskaplike ondersoek waarin die tema in al sy fasette nagevors is nie. In sy The History of Native Policy in South Africa from 1830 to the Present Day (1927), gee E.H. Brookes as 'n onderdeel van 'n breer onderwerp kortliks aandag aan die Britte se administrasie van die Transvaalse Swartes. In sy werk Grensbakens tussen Blank en Swart in Suid-Afrika (1947) raak ook P. van BiIjon 'n aspek van hierdie tema aan, hoewel sy behandeling daarvan in meer as in een opsig bevraagteken moet word. Hierna het ook die skrywer hiervan 'n beskrywing gegee van die Tussenregering se beleid met betrekking tot die verkryging van eiendomsreg op grand deur die Swartes. Origens het die tema braak gele. / Thesis (DPhil)--University of Pretoria, 1985. / gm2013 / Historical and Heritage Studies / unrestricted

Masters in Public Administration - MPA / Plaaslike owerheidsaangeleenthede in Suid-Afrika het in die algemeen deurlopend heelwat aandag vanaf owerheidsweë geniet (cf. die talle verslae en bevindings van komitees van ondersoek na aangeleenthede rakende plaaslike bestuur sedert Uniewording in 1910). Hierdie proses is sedertdien voortgesit, maar vanaf 1994 het dit verdere momentum verkry met die nuwe grondwetlike bedeling wat tot stand gebring is. 'n Verskeidenheid van wetgewing het gevolg wat spesifiek op plaaslike owerhede van toepassing is. Die belangrikste hiervan is die Grondwet van die Republiek van Suid-Afrika, 1996; die Oorgangswet op Plaaslike Regering, 1993; Oorgangswet op Plaaslike Regering Tweede Wysigingswet, 1996; Wet op Ontwikkelingsfinansiering, 1995; Wet op Plaaslike Regering: Munisipale Strukture, 1998; Wet op Plaaslike Regering: Munisipale Stelsels, 2000; asook' die belangrike Witskrif op Plaaslike Regering van 1998. Hierdie verwikkelinge vestiq weer eens die aandag op die belangrikheid van instellings op die derde owerheidsvlak. Soos aanvanklik die geval was, is die oogmerk tans ook om onder andere werkverrigting en dienslewering te bevorder en effektiewe en doeltreffende aanwending van skaars hulpbronne te verseker. Hierdie aangeleentheid het veral momentum verkry met die Heropbou- en Ontwikkelingsprogram (HOP), wat in 'n groot mate op plaaslike oweheidsvlak afgestem is. Met die nuwe beleid van die sentrale regering om die huidige aantal plaaslike owerhede deur samesmelting ingrypend te verminder, maar hulle terselfdertyd te verplig om steeds voort te gaan met bestaande basiese dienslewering en om bykomend ook infrastruktuur vir voorheen benadeelde gemeenskappe te skep en in stand te hou sonder noemenswaardige verhoogde finansiële bystand vanaf sentrale owerheidsvlak, is plaaslike owerhede al hoe meer aangewese op eie hulpbronne. Plaaslike owerhede .gaan reeds gebuk onder ingrypende finansiële en personeeltekorte wat op sigself meebring dat diens van hoë gehalte nie te alle tye gelewer kan word nie (verwys in dié geval. na Sake Rapport, 16 Junie 2002: 18). Gepaard hiermee word plaaslike owerhede onder druk geplaas om aan die verwagtinge, behoeftes en aspirasies van die plaaslike samelewing te voldoen. Dit bring volgens Fourie (1998: 221) mee dat "ten einde 'n diens van uitnemendheid te lewer, is dit van belang dat die publiek se behoeftes begryp word, nastrewenswaardige doelwitte gestel word en dat die doelwitte aan die publiek gekommunikeer word". Daar is egter terselfdertyd ook 'n 2 verpligting op plaaslike owerhede om onrealistiese verwagtinge van die publiek te temper in die lig van wat werklik bekostigbaar is. Gevolglik word plaaslike owerhede verplig om weer eens hulomstandighede in oenskou te neem ten einde daadwerklik effektiewe en doeltreffende aanwending van skaars hulpbronne te verseker.' Resultate salook op 'n gereelde grondslag gemoniteer moet word ten einde vas te stelof doelwitte bereik is al dan nie (Fourie, 1998: 221). Hiervoor sal kundigheid op plaaslike owerheidsvlak ontwikkel moet word ten einde die bevordering van die algemene welsyn van plaaslike gemeenskappe te verseker. Persone met die nodige kwalifikasies en vaardighede sal dus in sleutelposte aangestel moet word.

This study investigates the effect of the debt counselling procedure, as well as the other provisions of the National Credit Act, on the choice of the debtor or creditor to make use of the sequestration procedure in terms of the Insolvency Act. The Insolvency Act and the procedures it makes available are discussed in detail. There are two distinguishable options, namely voluntary surrender and compulsory sequestration, and particular focus is placed on the 'advantage to creditors' requirement. This requirement is of the utmost importance because the court will seldom if ever grant a sequestration order if it cannot be proven that the creditors will gain at least some form of benefit from it. The ‘advantage’ requirement is also applicable with regards to compulsory sequestration, but the onus of proof is not as strict as with voluntary surrender. The aim of this requirement is to protect creditors so that they could at least recover part of their debt. The second chapter deals with the procedure in accordance with section 74 of the Magistrates Court Act, referred to as an administration order. This is another type of debt relief available to debtors. However, there are strict requirements that have to be met before a debtor will be allowed to make use of this procedure. These requirements include that the debt owed by the debtor should not exceed R50 000 and the composition of the debt should not be complicated. This procedure is not applied very often as very few debtors owe less that R50 000. The procedures brought into life by the Credit Act are of the utmost importance for this study. The Credit Act added various new terms to the law, including overindebtedness, reckless credit, debt counselling and debt review. Each of these terms’ meaning and their effect on current procedures, as prescribed by legislation, are analysed. Following various court judgments it has become clear that the Credit Act has in fact changed the legal position drastically. In my opinion the debtor is afforded much more protection in terms of the Credit Act when it is compared to the protection that he received in terms of the Insolvency Act. Various mandatory steps were added which a creditor, or credit provider in terms of the Credit Act, must comply with before he will be allowed to claim a debt from a debtor, or consumer in terms of the Credit Act. This creates a situation where the creditor is sometimes disadvantaged since the debtor is granted a reprieve and the period he is allowed to repay his debts is often extended without the consent or input from the creditor. As soon as a debt restructuring order has been made by court, the creditor cannot take the decision on review. Regarding the relationship between insolvency procedures and debt review, it has happened on more than one occasion that creditors as well as debtors have made use of sequestration procedures only then to be forced by the courts to rather make use of debt review. This means that both creditors and debtors no longer have a choice regarding which procedure, and in accordance with which act, they would like to pursue. I am of the opinion that despite this there still is a place for both procedures in South African law. The best procedure to follow would depend on the special circumstances of each individual case. / Thesis (LL.M.)--North-West University, Potchefstroom Campus, 2012.

This study investigates the effect of the debt counselling procedure, as well as the other provisions of the National Credit Act, on the choice of the debtor or creditor to make use of the sequestration procedure in terms of the Insolvency Act. The Insolvency Act and the procedures it makes available are discussed in detail. There are two distinguishable options, namely voluntary surrender and compulsory sequestration, and particular focus is placed on the 'advantage to creditors' requirement. This requirement is of the utmost importance because the court will seldom if ever grant a sequestration order if it cannot be proven that the creditors will gain at least some form of benefit from it. The ‘advantage’ requirement is also applicable with regards to compulsory sequestration, but the onus of proof is not as strict as with voluntary surrender. The aim of this requirement is to protect creditors so that they could at least recover part of their debt. The second chapter deals with the procedure in accordance with section 74 of the Magistrates Court Act, referred to as an administration order. This is another type of debt relief available to debtors. However, there are strict requirements that have to be met before a debtor will be allowed to make use of this procedure. These requirements include that the debt owed by the debtor should not exceed R50 000 and the composition of the debt should not be complicated. This procedure is not applied very often as very few debtors owe less that R50 000. The procedures brought into life by the Credit Act are of the utmost importance for this study. The Credit Act added various new terms to the law, including overindebtedness, reckless credit, debt counselling and debt review. Each of these terms’ meaning and their effect on current procedures, as prescribed by legislation, are analysed. Following various court judgments it has become clear that the Credit Act has in fact changed the legal position drastically. In my opinion the debtor is afforded much more protection in terms of the Credit Act when it is compared to the protection that he received in terms of the Insolvency Act. Various mandatory steps were added which a creditor, or credit provider in terms of the Credit Act, must comply with before he will be allowed to claim a debt from a debtor, or consumer in terms of the Credit Act. This creates a situation where the creditor is sometimes disadvantaged since the debtor is granted a reprieve and the period he is allowed to repay his debts is often extended without the consent or input from the creditor. As soon as a debt restructuring order has been made by court, the creditor cannot take the decision on review. Regarding the relationship between insolvency procedures and debt review, it has happened on more than one occasion that creditors as well as debtors have made use of sequestration procedures only then to be forced by the courts to rather make use of debt review. This means that both creditors and debtors no longer have a choice regarding which procedure, and in accordance with which act, they would like to pursue. I am of the opinion that despite this there still is a place for both procedures in South African law. The best procedure to follow would depend on the special circumstances of each individual case. / Thesis (LL.M.)--North-West University, Potchefstroom Campus, 2012.

During August 2008 commissioners, senior tax administrators and policy makers from 28 African countries attended the International Conference on Taxation, State Building and Capacity Development in Africa. The objective of the conference had been to investigate how African countries can improve their resource mobilization, thereby decreasing Africa’s reliance on foreign aid, improving the fiscal independence of African countries and improving the living conditions of their citizens. It was identified during the conference that African countries can improve their resource mobilization through an improvement of their existing taxation structures. An improvement in existing taxation structures could in turn be achieved through improved sharing of information between African tax authorities on their tax structures currently in place, as well as the habits of their respective taxpayers. In order to facilitate the improved sharing of information, as well as to better equip African Tax Administrations for the task at hand, the African Tax Administration Forum (ATAF) was formed. The aim of this research is to determine whether any progress has been made regarding tax administration reform by African countries following the Conference on Taxation, State Building and Capacity Development in Africa, during the period 2008 to 2012. This has been determined by evaluating the structures of the ATAF and the activities implemented by the ATAF during the period 2008 to 2012 to meet its initial strategic objectives. Secondly, African countries that were previously members of SADC, and have since become members of the ATAF as well, were evaluated in order to determine whether the countries in question have implemented tax administration and governance reforms during the period 2008 to 2012, which have led to an improvement in the tax administration and governance structures of the countries in question. Furthermore, an evaluation was performed as to whether the improvements have led to an improvement in the fiscal independence and humanitarian conditions of the countries in question, during the period 2008 to 2012. The conclusion arrived at reveals that the ATAF has implemented several activities during the period 2008 to 2012, to meet its initial strategic objectives. Furthermore, all the analysed African countries have improved their tax administration structures during the period 2008 to 2012. Unfortunately, not all the countries analysed have been able to improve their governance structures during the period 2008 to 2012 as well. However, where a country has been able to improve both its tax administration and governance structures during the period 2008 to 2012, its fiscal independence and humanitarian conditions have also improved during the period 2008 to 2012. / MCom (South African and International Taxation), North-West University, Potchefstroom Campus, 2014

During August 2008 commissioners, senior tax administrators and policy makers from 28 African countries attended the International Conference on Taxation, State Building and Capacity Development in Africa. The objective of the conference had been to investigate how African countries can improve their resource mobilization, thereby decreasing Africa’s reliance on foreign aid, improving the fiscal independence of African countries and improving the living conditions of their citizens. It was identified during the conference that African countries can improve their resource mobilization through an improvement of their existing taxation structures. An improvement in existing taxation structures could in turn be achieved through improved sharing of information between African tax authorities on their tax structures currently in place, as well as the habits of their respective taxpayers. In order to facilitate the improved sharing of information, as well as to better equip African Tax Administrations for the task at hand, the African Tax Administration Forum (ATAF) was formed. The aim of this research is to determine whether any progress has been made regarding tax administration reform by African countries following the Conference on Taxation, State Building and Capacity Development in Africa, during the period 2008 to 2012. This has been determined by evaluating the structures of the ATAF and the activities implemented by the ATAF during the period 2008 to 2012 to meet its initial strategic objectives. Secondly, African countries that were previously members of SADC, and have since become members of the ATAF as well, were evaluated in order to determine whether the countries in question have implemented tax administration and governance reforms during the period 2008 to 2012, which have led to an improvement in the tax administration and governance structures of the countries in question. Furthermore, an evaluation was performed as to whether the improvements have led to an improvement in the fiscal independence and humanitarian conditions of the countries in question, during the period 2008 to 2012. The conclusion arrived at reveals that the ATAF has implemented several activities during the period 2008 to 2012, to meet its initial strategic objectives. Furthermore, all the analysed African countries have improved their tax administration structures during the period 2008 to 2012. Unfortunately, not all the countries analysed have been able to improve their governance structures during the period 2008 to 2012 as well. However, where a country has been able to improve both its tax administration and governance structures during the period 2008 to 2012, its fiscal independence and humanitarian conditions have also improved during the period 2008 to 2012. / MCom (South African and International Taxation), North-West University, Potchefstroom Campus, 2014

The aim of this study is to investigate and analyse the military involvement of the USA in the security of sub-Saharan Africa (SSA) during the era of the Clinton administration (1993-2001). The study is based on the assumption that the US did not have that much interest in the security of SSA during the Clinton era and that it did not want to become militarily involved in SSA. Its position as the only remaining superpower in the post-Cold War era, however placed a responsibility on the US to be militarily involved in the creation of a more secure SSA. The study relies on two theoretical constructs. On the one hand the changing nature of security in the post-Cold War world in general, but specifically in SSA, serves as a theoretical starting point. This is, on the other hand, supported by a theoretical focus on the nature of military involvement globally, but also specifically in SSA in the era after the Cold War. The latter is to a large extent related to the changing nature of military force and the use thereof in the post-Cold War era. The military involvement of the US in the management of the security of SSA during the Clinton era is analysed against the background of the US interests, policy, and strategy – specifically its security strategy – in SSA. The reality of the absence of concrete US interests in SSA is highlighted. This lack of interest led to a situation whereby SSA could not be a priority in US foreign policy. The US policy objectives in SSA were nevertheless aimed at the promotion of democracy, the improvement of the security situation and the support of economic progress. The reluctance of the US to deploy military forces in SSA underpins its security strategy and military involvement in SSA. The security strategy of the US was in essence preventive in nature since it aimed at preventing the manifestation of threats from SSA against the US by promoting the stability of SSA. However, the US was still militarily involved in SSA in a variety of ways, from the provision of military training and the conduct of military exercises to military operations. Military involvement centred around the empowerment of armed forces in SSA. It was argued that the capacity of the armed forces of SSA should be developed to support democratic governance and economic progress. The capacity building programmes of the US armed forces in SSA concentrated on defence reform, military professionalism, the creation of indigenous conflict resolution and peace support capabilities, the provision of equipment, and the improvement of health and environmental conditions. / Dissertation (MA (Security Studies))--University of Pretoria, 2005. / Political Sciences / unrestricted

Text in Afrikaans / Die een biljoen tieners wereldwyd (Borgman 1997:3) is nie meer dieselfde as 'n paar jaar gelede nie, maar raak daagliks moeiliker om te bereik. 'n Generasie wat wereldburgerskap ontvang het en deur die Televisie vermaak en die Media beinvloed word. Jongmense, skrikkerig vir "commitment", nie anti-godsdiens nie, maar soekend om te bepaal watter een die regte God is. Die kerk het vir die Millennium generasie tieners "boring" geraak want weekliks word hulle vermaak. Die uitdaging vir jeugbedienings lê daarin dat hierdie moderne tiener uit hulle geestelike verveeldheid uitgehelp sal word sodat hulle iets kan begin doen met dit wat hulle vir jare al weet. Die Tienerleier selgroep model is gerig op die verstaan van Millennium tieners en hulle geestelik te help groei. Met die oop steel in gedagte word elke tiener wat Jesus Christus as 'n werklikheid ontdek het gemotiveer om hierdie werklikheid met 'n ander tiener te gaan deel. / The one billion teenagers in the world (Borgman 1997:3) today are very different than a few years ago. The process to reach them with the Gospel is recently more difficult than ever. As citizens of the Global village they enjoy the entertainment on television and dress in the way the media proclaims. Modern youth are scared of commitment, not really anti-religion but searching for the true God. The youth of today look to the church to show them something, no, SOMEONE but instead the church became boring to them. We need to help them step out of their own boredom and do something with what they know (Hutchcraft 1996:168). With the focus on spiritual growth, and the vacant chair to remind them of their lost friends, the student-led cell group model can be one of the most effective strategies for reaching and serving the teenager of the next century. / Philosophy, Practical & Systematic Theology / M. Diac. (Jeugwerk)