Community participation is a concept meant to ensure that community members are an integral part of processes that determine their destination in relation to their development needs. It is a means of empowering people by developing their skills and abilities to enable them to negotiate and make appropriate decisions for their development. Community participation, however, is not without its challenges. In most development projects initiated by local municipalities and other government departments in South Africa, community participation appears to be an afterthought. Most often, community members are consulted after decisions are made by government agencies with regards to the kind of development projects that need to be implemented. As a consequence, community development projects which are intended to improve the quality of life of the majority of communities in South Africa, do not meet this objective. The aim of this study was to evaluate community participation in rural development projects and focuses on the Mokgalwaneng community in the North West province of South Africa as a case study. The research asks the following questions: What is the nature of and extent to which community members participate in rural development projects? What are the challenges to community participation in rural development projects and how can these challenges be addressed? An evaluative research design and qualitative and quantitative methodologies were used. The sample groups were the community members and the DRDLR officials and semi-structured questionnaires as interview guides for data collection were used. The study revealed that the majority of the respondents did not participate in the initiation and planning stages of the projects. And the study further revealed that no income and low-income, politics, favoritism, long working hours, illiteracy, low self-esteem, lack of training, lack of resources, lack of communication, lack of information and transparency about the projects are the challenges of participation. It is therefore recommended that, the government should support the community in all levels to ensure a strong commitment to participation in their development projects. It is anticipated that this study will enable the community members and all role players involved in the Mokgalwaneng development projects to realize the importance and advantages of community participation and that they will work through the challenges in order to increase community participation in development projects. / Development Studies / M.A. (Development Studies)

Although South African teachers have ample opportunities for professional development (PD), weak results of learners show that these opportunities have had a limited effect on the development of the Mathematics teachers’ instructional skills. The improvement of the teaching of Mathematics is regarded as a solution to learners’ poor performance, because teachers play a key role in the improvement of pupils’ learning. In the light of this, a Mathematics PD programme implemented in a province of South Africa was evaluated and served as a case study. The aim of this evaluation was to probe the quality of the programme since it had been suggested that improving the quality of teaching can be achieved by offering effective PD programmes. Thus, the evaluation was done in an attempt to establish the academic value of the intervention. The investigated programme – which was implemented in a rural and under-resourced setting – focused on FET Mathematics teachers and used mentoring and workshops as its key intervention implementers. Five teachers were involved in this programme. Data collection methods included semi-structured interviews, lesson observations, mentoring and workshop reports, the results of learners, and pre- and post-test results of the participants. The evaluation of the PD programme revealed the following: that the workshops addressed the participants’ content knowledge gap to a limited degree; that mentoring was able to assist with the individual classroom-related needs of the participants, and that the community of practice formed in the workshops helped the participants to develop by means of working together on lesson preparation, micro-teaching, and content knowledge exercises. Other findings revealed that the duration of the workshops were adequate, however their intensity was insufficient to effectively address the participants’ needs, and that the workshops were carefully planned, given that the same topics were repeated. The mentor teachers and other facilitators encountered challenges relating to the long intervals between the mentoring sessions, the limited post-lesson-observation discussion time, the significant distances between the involved schools and the heavy teaching load of the participants. Nevertheless, recommendations on improving the effectiveness of future PD programmes included careful selection of the dosage of interventions, site-based mentoring, to incentivise participants of PD programmes, alleviating the teaching load of overburdened participants and the creation of conducive environments in rural areas for the formation of communities of practice. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

No description available.

Thesis (MDF)--Stellenbosch University, 2012. / The World Bank (1994) concluded that there is a close relationship between infrastructure and economic growth. This also reflects on the water sector because, despite water sector importance, water services infrastructure is probably one of the most difficult to finance, while its deficiency or absence instils a particular burden on society. According to Baietti and Raymond (2005), more than 1.1 billion people worldwide do not have access to safe drinking water, and approximately 2.4 billion are without adequate sanitation. Yet these estimates underestimate the gravity of the situation in relation to access gap and quality of services provided. Most consumers face situations where water services are intermittent and when available the water is not safe for consumption, while sanitation facilities are overloaded, unused or in despair. This research was conducted in the North West Province with municipalities that have the status of water services authorities. This included a combination of district and local municipalities. The North West Province has 11 water service authorities of which nine are local municipalities and two are district municipalities. The competing demands and needs for governments to provide infrastructure for other sectors such as roads and energy further aggravate the stance of finance unavailability for the water sector. The purpose of the study was to highlight the challenges that municipalities face in financing water services infrastructure. The result of the study will provide knowledge and innovative ideas that will allow South Africa‘s municipalities to address challenges of service delivery. At municipal level water services are provided through a variety of approaches, although most involve centralised systems with large supply, distribution and treatment facilities. The social benefits that water services provide are well known, particularly those that relate to public health including reduced morbidity and mortality from waterborne diseases. The challenge is that funding to meet these development objectives is either scarce or entirely unavailable. The Water Services Act 108 of (DWAF, 1997) requires water services authorities and water service providers to put significant efforts into cost recovery for sustainable provision of water services. This aspect has significant challenges which results from widespread poverty and a culture of non-payment from communities inherent as a remnant of protest against apartheid. The scope of the water sector is complex, owing to its diversity, interactions and synergies with other industrial, commercial and financial sectors, and its international nature. Under the current South African constitutional and legislative framework, municipalities will remain to be a major player in the development, financing and delivering of water services infrastructure for sustainable growth and development. Water Services Authorities (WSAs) have responsibilities including protection and management of water resources, provision of adequate and sustainable water services, operation and maintenance of water services infrastructure, monitoring and management of municipal water quality to regulatory requirements and reporting to the Department of Water Affairs (DWA) with regards to the aforementioned. Water service delivery failures at the municipal level are a widespread and fundamental problem in South Africa. At the same time, under the current decentralisation policies, the responsibility for delivering such services is increasingly being delegated to lower levels of government/municipalities that are often ill equipped for the challenge in terms of financial and human resources capacity. Cardone and Fonseca (2006) indicated public administration and financial management capacity at central and sub-sovereign levels of government as limited, and affecting the timely transfer of funding as well as the capacity of municipalities to absorb those funds. Various strategies are needed to enable municipalities to secure and finance their water services infrastructure. These include understanding what bankers are looking for, understanding where donors are going, greater involvement of the private sector, matching service levels to affordability, improving revenues and influencing the regulatory regime.

Community participation is a concept meant to ensure that community members are an integral part of processes that determine their destination in relation to their development needs. It is a means of empowering people by developing their skills and abilities to enable them to negotiate and make appropriate decisions for their development. Community participation, however, is not without its challenges. In most development projects initiated by local municipalities and other government departments in South Africa, community participation appears to be an afterthought. Most often, community members are consulted after decisions are made by government agencies with regards to the kind of development projects that need to be implemented. As a consequence, community development projects which are intended to improve the quality of life of the majority of communities in South Africa, do not meet this objective. The aim of this study was to evaluate community participation in rural development projects and focuses on the Mokgalwaneng community in the North West province of South Africa as a case study. The research asks the following questions: What is the nature of and extent to which community members participate in rural development projects? What are the challenges to community participation in rural development projects and how can these challenges be addressed? An evaluative research design and qualitative and quantitative methodologies were used. The sample groups were the community members and the DRDLR officials and semi-structured questionnaires as interview guides for data collection were used. The study revealed that the majority of the respondents did not participate in the initiation and planning stages of the projects. And the study further revealed that no income and low-income, politics, favoritism, long working hours, illiteracy, low self-esteem, lack of training, lack of resources, lack of communication, lack of information and transparency about the projects are the challenges of participation. It is therefore recommended that, the government should support the community in all levels to ensure a strong commitment to participation in their development projects. It is anticipated that this study will enable the community members and all role players involved in the Mokgalwaneng development projects to realize the importance and advantages of community participation and that they will work through the challenges in order to increase community participation in development projects. / Development Studies / M.A. (Development Studies)

This study discusses the provision of vocational skills in Adult Basic Education and Training (ABET) centres in the North West Province (NWP) of South Africa. Currently, South Africa is engulfed with challenges of high unemployment rate, skills shortages and poverty amongst the adult population. The standardisation of the ABET system and the colonialism ideologies ·can be blamed for the current poor state of ABET centres. A qualitative research method was used. The qualitative research design was the best choice because it was concerned with how the research respondents create meaning based on their understanding and experiences about the provision of skills in the ABET centres. Two case studies were used as the methodology to carry the research. Triangulation was used to collect data. Structured interviews, focus group interviews, observations and visuals were utilized to collect detailed data about vocational skills in the ABET centres in the NWP. lnterpretivism research paradigm was used as an epistemological position, to position me in the study. Critical theory was used to frame the study. The use of critical theory enabled me to investigate the different types of skills that were offered in the two ABET centres and the impact they have in the socio economic development of the ABET learners. The use of critical theory in this study enabled me to come up with alternatives of improving the current programmes that are being offered in the ABET centres faced by ABET learners need collective efforts from all the stake holders that are involved in the designing of the ABET curriculum and learning programmes. ABET is dysfunctional and it needs to be urgently overhauled. ABET learners depend on the grants offered by the government. Facilitators are under prepared and unprepared to teach the school subjects that they were currently responsible to teach. ABET centres do not have physical building structures that belong to them, this causes or poses a serious challenge in teaching and learning. / Educational Studies / D. Ed. (Comparative Education)

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))

Although South African teachers have ample opportunities for professional development (PD), weak results of learners show that these opportunities have had a limited effect on the development of the Mathematics teachers’ instructional skills. The improvement of the teaching of Mathematics is regarded as a solution to learners’ poor performance, because teachers play a key role in the improvement of pupils’ learning. In the light of this, a Mathematics PD programme implemented in a province of South Africa was evaluated and served as a case study. The aim of this evaluation was to probe the quality of the programme since it had been suggested that improving the quality of teaching can be achieved by offering effective PD programmes. Thus, the evaluation was done in an attempt to establish the academic value of the intervention. The investigated programme – which was implemented in a rural and under-resourced setting – focused on FET Mathematics teachers and used mentoring and workshops as its key intervention implementers. Five teachers were involved in this programme. Data collection methods included semi-structured interviews, lesson observations, mentoring and workshop reports, the results of learners, and pre- and post-test results of the participants. The evaluation of the PD programme revealed the following: that the workshops addressed the participants’ content knowledge gap to a limited degree; that mentoring was able to assist with the individual classroom-related needs of the participants, and that the community of practice formed in the workshops helped the participants to develop by means of working together on lesson preparation, micro-teaching, and content knowledge exercises. Other findings revealed that the duration of the workshops were adequate, however their intensity was insufficient to effectively address the participants’ needs, and that the workshops were carefully planned, given that the same topics were repeated. The mentor teachers and other facilitators encountered challenges relating to the long intervals between the mentoring sessions, the limited post-lesson-observation discussion time, the significant distances between the involved schools and the heavy teaching load of the participants. Nevertheless, recommendations on improving the effectiveness of future PD programmes included careful selection of the dosage of interventions, site-based mentoring, to incentivise participants of PD programmes, alleviating the teaching load of overburdened participants and the creation of conducive environments in rural areas for the formation of communities of practice. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

M.Sc (Aquatic Health) / There has been a recent onslaught of water quality problems in South Africa, with many believing that South Africa is nearing a water crisis in the not so distant future. A Regional Scale Risk Assessment was conducted on the Koekemoer Spruit in order to validate the use of such a risk assessment in the management of small catchments. During the study the use of Artificial Mussels (AMs) in the bio-monitoring of metals were also validated. The Regional Scale Risk Assessment methodology created by Landis (2005) was used during the study. Various lines of evidence were used during the risk assessment process: water quality analysis, invertebrate assessments, diatom assessment and AM and snail assessments. It was found that the Koekemoer Spruit has an impact on the Vaal River with regards to some water quality aspects, especially with regards to an increase in nitrates. It was found that a significant (p<0.05) correlation exists between AMs and Melanoides turbiculata with regards to As, U, Se and Co accumulations. Gold mining was identified as a major stressor source within the system. Other notable sources of stressors within the system included agricultural activities and a golf course. The environment was found to be the endpoint that is at highest risk from the various sources within the system. The in-stream habitat was found to have the highest risk compared to the other identified habitats.