Traditional development theories concentrated on stimulating economic growth without considering the extent to which growth would affect rural people's quality of life. Modernisation has failed to improve life in rural Third World areas. Current development thinking emphasises the human aspect of development and IS more inclined towards participatory rural development. Referring specifically to the Batlharos Water project, the study investigates and identifies the causes ofthe limited initiatives in participatory development within the Kudumane district in the North-West Province of South Africa. Trends in the evolution of development thought to people's participation, including factors, processes and approaches that may facilitate participatory development in the Kudumane area are discussed. Factors that have affected and limited earlier participatory initiatives in this area are isolated. The study concludes that unless rural communities constantly become the planners, initiators and executors of local development, no real transformation of their lives can be accomplished. / Development Studies / M.A. (Development Administration)

Traditional development theories concentrated on stimulating economic growth without considering the extent to which growth would affect rural people's quality of life. Modernisation has failed to improve life in rural Third World areas. Current development thinking emphasises the human aspect of development and IS more inclined towards participatory rural development. Referring specifically to the Batlharos Water project, the study investigates and identifies the causes ofthe limited initiatives in participatory development within the Kudumane district in the North-West Province of South Africa. Trends in the evolution of development thought to people's participation, including factors, processes and approaches that may facilitate participatory development in the Kudumane area are discussed. Factors that have affected and limited earlier participatory initiatives in this area are isolated. The study concludes that unless rural communities constantly become the planners, initiators and executors of local development, no real transformation of their lives can be accomplished. / Development Studies / M.A. (Development Administration)

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung. The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted. The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors. The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)

The present study explored whether a significant relationship exists between academic procrastination and academic achievement in high school learners within South Africa. It furthermore examined whether certain personality traits of individuals are more prone to procrastination than others. It lastly investigated the relationships between gender and academic procrastination, age and academic procrastination, number of siblings and academic procrastination; and area of residence and academic procrastination. The research sample consisted of 349 high school learners aged between 12 and 19 years old (n=167 male, n=180 female, n=2 gender not disclosed). Data was collected by means of the Personal Information Questionnaire (PIQ), the Tuckman Procrastination Scale (TPS) and the Ten-Item Personality Inventory (TIPI). A significant negative correlation was found between procrastination and academic achievement. The correlations between procrastination and gender, age, area of residence and number of siblings respectively were not significant. Conscientiousness and Emotional Stability were both found to be significantly negatively related to procrastination, however, the relations between procrastination and Extraversion and Agreeableness respectively were not significant. An anomaly found in the present study was the negative relation between procrastination and Openness to Experience, and it is postulated that this finding may be due to the TIPI’s inability to measure the individual facets of each Big Five Factor domain or that it could be ascribed to the need for cognition. / Psychology / M.A. (Psychology)

Thesis (MPA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: An effort to enhance job creation and to alleviate poverty amongst the youth as an important sector of the South African society has created a need to determine the relevance of training as a way of promoting SMME development in the KOSH area. Training is an important tool for SMME development. Based on the above analysis, the objectives of the study are to assess the relevance of training provided in relation to the economic profile and business opportunities in the KOSH area and to assess the effectiveness of training that is provided by various agencies in the KOSH area. The study also looks into the business and employment opportunities put in place to help youth participation after undergoing training. The study focuses on training as a tool for SMME development within the youth sector of the KOSH area. It mainly deals with the importance of training, which if conducted in a proper manner, should contribute to the development of SMME. While policies and institutions have been put in place to provide technical and business training skills in the KOSH area, targeting both women and youth who aspires to be entrepreneurs, there seem to be not significant expansion of the small business in order to create job opportunities. The status quo remains. Participants from these training programmes are pursuing their traditional form of business and there is little, if any, innovation and diversification in economic activities in this sector. Conclusions based on the study indicate that training should be an integral component for any SMME development strategy. Programmes promoting entrepreneurial culture should target all studying young people, and also those not enrolled at institutions of learning. The private sector seems to be playing a minimal role in the provision of training. This sector's contribution in training programmes, in a partnership with pubic institutions, is lacking. After care services to trainees is not provided for adequately. Planning for effective SMME training in the KOSH area should further take into consideration technology, social, economic, political and institutional factors which are affecting it at the moment. / AFRIKAANSE OPSOMMING: In 'n poging om werkskepping te bevorder en armoede onder die jeug te verlig, as 'n belangrike fokuspunt in die Suid-Afrikaanse gemeenskap, is dit belangrik om te bepaal wat die relevansie van opleiding is ter bevordering van SMME ontwikkeling in die KOSHgebied. Gebaseer op 'n ontleding in die verband is die oogmerke van die studie om 'n waardebepaling te doen ten opsigte van die toepaslikheid van opleiding in die KOSH-gebied, en om die doeltreffendheid van opleiding wat veskaf word deur die onderskeie agentskappe in die KOSH-gebied te evalueer. Die studie fokus op opleiding as instrument vir SMME ontwikkeling. Dit ontleed hoofsaaklik die belang en waarde van die opleiding wat, indien korrek toegepas, kan bydra tot die ontwikkeling van SMME's. Alhoewel beleid en institusionele reelings voorsiening maak vir opleiding in tegniese- en besigheidsvaardighede, en bemarking spesifiek fokus op vrouens en die jeug wat entrepreneurskap bevordering betref; blyk dit dat daar nie beduidende groei is in die skepping van werksgeleenthede nie. Die status quo word gehandhaaf; deelnemers volg hul tradisionele vorme van ondernemerskap of besigheid en daar bestaan min, indien enige vernuwende denke en diversifikasie in ekonomiese aktiwiteite. Samevattings gebaseer op die studie dui daarop dat opleiding 'n integrale element van enige SMME-ontwikkelingstrategie moet wees. Programme ter bevordering van 'n interpreneurskultuur moet gerig wees op beide jongmense in akademiese instellings en die nie-skoolgaande jeug. Vennootskapspogings deur die private- en openbare sektor, skyn te kort te skiet aan koordinering in die verskaffing van opleiding. Die privaat sektor se rol is onvoldoende en daar word nie vir 'n nasorgdiens voorsiening gemaak nie. Beplanning vir effektiewe SMME opleiding in die KOSH-gebied moet verder tegnologiese, sosiale, ekonomiese, politiese, en institusionele faktore in aanmerking neem wat dit tans beinvloed.

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung. The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted. The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors. The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)

The present study explored whether a significant relationship exists between academic procrastination and academic achievement in high school learners within South Africa. It furthermore examined whether certain personality traits of individuals are more prone to procrastination than others. It lastly investigated the relationships between gender and academic procrastination, age and academic procrastination, number of siblings and academic procrastination; and area of residence and academic procrastination. The research sample consisted of 349 high school learners aged between 12 and 19 years old (n=167 male, n=180 female, n=2 gender not disclosed). Data was collected by means of the Personal Information Questionnaire (PIQ), the Tuckman Procrastination Scale (TPS) and the Ten-Item Personality Inventory (TIPI). A significant negative correlation was found between procrastination and academic achievement. The correlations between procrastination and gender, age, area of residence and number of siblings respectively were not significant. Conscientiousness and Emotional Stability were both found to be significantly negatively related to procrastination, however, the relations between procrastination and Extraversion and Agreeableness respectively were not significant. An anomaly found in the present study was the negative relation between procrastination and Openness to Experience, and it is postulated that this finding may be due to the TIPI’s inability to measure the individual facets of each Big Five Factor domain or that it could be ascribed to the need for cognition. / Psychology / M.A. (Psychology)

In the light of the HIV/AIDS pandemic in South Africa, the Department of Education is promoting HIV/AIDS awareness programmes in public schooling. This dissertation focuses on the management of these programmes in secondary schools in the North West Province using a literature review and empirical investigation. The former discusses the disease and treatment, its prevalence and impact on education and the role of principal, educators and parents in prevention. A qualitative study investigated the views of a small sample of principals, teachers and learners from three secondary schools in the North West Province. Sites and participants were selected by purposeful sampling. Data gathering took place by interviewing principals and educators and by essays written by tenth grade learners. Findings illustrated the importance of community values, information, a school policy, inservice teacher training and the contribution of parents and the church. Obstacles to successful awareness programmes were identified and recommendations made. / Educational Studies / M. Ed. (Education Management)

In 1996 the South African government legalised the termination of pregnancy (TOP) services, allowing women to choose to terminate unplanned pregnancies at designated facilities. Although TOP services are available, pregnant women continue to use illegal abortion services, with potentially life-risking consequences. The purpose of this study was to identify challenges encountered by women requesting TOP services, and to make recommendations for improved policies and practices, enabling more women in the North West Province (NWP) to access TOP services. This was a non-experimental, exploratory, descriptive and quantitative study. Structured interviews were conducted with 150 women who had used TOP services in phase 1, with 50 women who were unable to access TOP services in phase 2 and with 20 professional nurses providing TOP services in the NWP in phase 3. In phase 1, 96.0% (n=144) of the women needed transport to access TOP services, and 73.2% (n=109) indicated that nurses put women’s names on waiting lists, posing barriers to such access in the NWP. In phase 2, 92.0% (n=46) of these respondents had reportedly requested TOPs for the first time, but 89.0% (n=44) could not access TOP services. In phase 3, only 14 out of 19 designated facilities in the NWP, and only 20 nurses, provided TOP services during the study period. Out of the 20 interviewed nurses, 74.0% (n=14) regarded the Choice on Termination of Pregnancy Act, Act 92 of 1996 (CTOP Act) was being unclear requiring a revision. These professional nurses provided TOP services in NWP, by choice. Unless more facilities and more nurses can provide TOP services to the women of the NWP, these services will continue to remain inaccessible, necessitating the continued utilisation of illegal abortion services, in spite of the TOP Act’s prescriptions. It is also recommended that management will provide sufficient support and training opportunities for professional nurses working in TOP services in the NWP. / Health Studies / (D. Litt. et Phil. (Health Studies))

The purpose of this study was to investigate the challenges affecting teachers’ classroom assessment practices and to explore how these challenges influence effective teaching and learning. The study was qualitative in nature and employed an instrumental case study approach. Semi-structured interviews, observations, and document analyses were used in the investigation. The study utilized the conceptual framework based on the model suggested by Hargreaves, Earl and Schmidt (2002). The model comprised four perspectives – technological, cultural, political and postmodern, with the intention of accounting for teachers’ assessment practices. Teachers from four different schools in North West Province were interviewed and observed. The data collected through the observations and interviews allowed me to map out the different challenges encountered by teachers in their classroom assessment practices. I also analysed documents that teachers used in conducting assessment. Document analysis was used to triangulate the information collected through observations and interviews. Textual data was analysed using content analysis. The teachers’ narratives varied according to their teaching experience and background within the diverse contexts of their particular school environments. Major challenges that emanated from this study were policy interpretation, overcrowding, support, parental involvement, moderation mechanisms (internal and external), assessment planning, implementation and communication as well as lack of resources. In order to address these challenges, teachers relied on cluster meetings, their colleagues and mostly their personal experiences. The study also revealed that teachers’ understanding and practices of classroom assessment are influenced by their social and educational context. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)