Thesis (MPA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The upsurge in the number of public protests in most South African municipalities, including the City of Cape Town, continues unabated. While public protest is a democratic right, provided for in the Constitution (RSA 1996), the violent nature and persistence of protests at municipal level are a cause for concern. The associated violence often leads to the destruction of both public and private property, disruptions in economic activities, loss of lives and severe injuries to innocent victims. The prevalence of public protests continues despite the fact that the new democratic dispensation ushered in a paradigm geared for transforming local government from a racially-segregated institution into a democratic and autonomous sphere of government, with a broad developmental mandate. This new dispensation gave birth to the “invited spaces” of participation, which are aimed at providing scope for the public to influence, direct, control and own the development and decision-making processes. In order to determine factors that contribute to public protests in Khayelitsha the study adopted a qualitative research paradigm. Personal interviews, focus group discussion and participatory observation were some of the research methods used to collect primary data. The study indicates that lack of authentic and empowering public participation opportunities in the decision-making processes of the City of Cape Town alienates the public and leads to public disengagement from available municipal processes. It has been during this period of alienation that the public have been “inventing own spaces” of participation, in the form of public protests demanding that public voices be heard. The study also indicates that poverty, unemployment and glaring gaps of social inequality, reinforced by comparison to available examples in the neighbourhood, are root causes of public protests. The new public participation model that has been developed from this research should be adopted by South African municipalities as an essential public participation strategy. It empowers the public to negotiate a new “social contract” with the authorities primarily based on the public’s terms. It is only when authentic and empowering public participation is practised by municipalities that violent public protests can be minimised. Such authentic and empowering public participation provides latitude for the public to influence, direct, control and even own their “own” development and decision-making processes. / AFRIKAANSE OPSOMMING: Die toename in voorvalle van openbare protes in byna alle Suid-Afrikaanse munisipale gebiede, insluitend die van die Stad Kaapstad, duur onverpoosd voort. Terwyl openbare protes weliswaar ’n demokratiese reg is wat in die Grondwet (RSA 1996) verskans word, is die huidige ingeburgerde en gewelddadige aard daarvan rede tot ernstige kommer. Hierdie gewelddadigheid lei dikwels tot vernietiging van sowel openbare as private eiendom. Ook ekonomiese aktiwiteite word ontwrig; daar is lewensverlies en ernstige beserings aan onskuldige slagoffers . Die hoë voorkoms van openbare protes duur voort, ondanks die feit dat die nuwe demokratiese bestel ’n paradigmaskuif ten gunste van transformasie in die plaaslike regeringstelsel beteken het. Alles was in plek om weg te beweeg van rasgesegregeerde instellings na ’n demokratiese, outonome regeringsfeer met ’n breë, ontwikkelingsgedrewe mandaat. Hierdie nuwe bedeling het “genooide ruimtes” vir deelname geskep, wat geleentheid sou skep om invloed en rigtinggewende beheer te verkry oor daardie prosesse van besluitneming wat deelnemers se eie lewens raak. Om die faktore te bepaal wat tot openbare protes in Khayelitsha bydra, is ’n kwalitatiewe navorsingsparadigma gekies. Persoonlike onderhoud, fokusgroepbespreking en deelnemende waarneming is van die navorsingsmetodes wat ingespan is om primêre data te versamel. Hierdie navorsingstudie het bevind dat, ondanks die “genooide ruimtes”, daar steeds ’n gebrek aan egte en bemagtigende openbare deelnemingsgeleenthede in die besluitnemingsproses van die Stad Kaapstad bestaan, en dat dit die publiek vervreem en daartoe lei dat burgers hul aan die beskikbare deelnemingsgeleenthede onttrek. Gedurende hierdie periode van vervreemding het die publiek van Khayelitsha hulle eie “geskepde ruimtes” ontwikkel. Dit was gegiet in die vorm van openbare protes, waar die stemme van die algemene publiek gehoor kon word. Die studie het ook aangedui dat armoede, werkloosheid en opvallende voorbeelde van sosiale ongelykheid (te vinde in die onmiddellike omgewing) aanleidende faktore vir protesaksie was. Die nuwe openbare deelnemingsmodel wat uit die navorsing ontwikkel is, kan aan alle Suid-Afrikaanse munisipaliteite ’n onontbeerlike geleentheid bied om ’n doeltreffende openbare deelnemingstrategie te ontwikkel. Dit bemagtig die publiek om ’n nuwe onderhandelde “maatskaplike kontrak” met die owerhede, hoofsaaklik op die publiek se terme, te sluit. Slegs wanneer die publiek aan egte, bemagtigende openbare deelname blootgestel word, sal daar sprake van ’n vertrouensverhouding met die owerhede wees en sal gewelddadige protesaksie tot die minimum beperk kan word. Sodanige egte en bemagtigende openbare deelname skep ruimte vir die publiek om hulle “eie” ontwikkeling te beïnvloed en mede-beheer te bekom oor die besluitnemingsprosesse wat daarmee gemoeid is.

Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The emergence of urban systems in South Africa was from the start shaped by racial bias. The black people of this country were refused any form of participation in town planning. To aggravate the situation, urban space was manipulated in a manner that each racial group had its own residential space. The manipulation of urban space gave rise to what is called "the Apartheid City." This "Apartheid city" is characterised by stark contrast in development between a well-serviced, first world town lying side by side with underserviced third world townships. The "Apartheid City" of Pietersburg-Seshego has been undergoing restructuring since 1990. The Local Government Transitional Act (LGTA) has served as an intervention whereby the two formerly unequal areas had to integrate and become one city. The central aim of this study is to evaluate, by using a series of indicators, the integration level that has been achieved since 1995, i.e. since the first local government elections. The study will focus on three key areas to reflect the level of integration, namely, land use patterns, ward demarcation, and integration of personnel. The main conclusion is that though one council has been formed where there were previously two, spatial inequalities and racially-based ward demarcations between the former Pietersburg town and the former Seshego township persist. On the other hand, personnel drawn from the administrations of former white Pietersburg and former Lebowa civil service has not been fully integrated. The former Pietersburg municipality personnel is still white male dominated in both senior and middle management levels while the former Lebowa personnel is black male dominated found in the lowest levels of the TLC structure. / AFRIKAANSE OPSOMMING: Die ontstaan van metropolitaanse sisteme in Suid Arfika was nog altyd gekenmerk deur rasse bevooroordeling. Die swart bevolking van Suid Afrika was nog altyd in die verlede uitgesluit van deelname aan stadsbeplanning. Om die situasie nog te vererger, was metropolitaanse areas op so 'n wyse gemanipuleer, dat groepe van verskillende rasse elk hul eie residensiële allokasie gehad het. Hierdie manipulasie van metropolitaanse areas het die ontstaan van die "apartheidstad" tot gevolg gehad. Hierdie "apartheidstad" word gekenmerk deur 'n skerp kontras in ontwikkeling tussen 'n goed voorsiene eerste wêreld deel aan die een kant en 'n swak voorsiene derde wêreld deel aan die ander kant. Die "apartheidstad" van Pietersburg - Seshego het sedert 1990 herstrukturering ondergaan, Die "Plaaslike Owerheidsoorgangs Wet" het gedien as 'n middelom twee histories ongelyke areas te integreer om een stad te vorm. Die doelwit van hierdie studie is om die vlak van integrasie sedert 1995 te evalueer deur gebruik te maak van sekere indikatore. Die studie fokus op drie aspekte wat die vlak van integrasie weerspieël naamlik grondgebruikspatrone, wykafbakening en personeel integrering. Die belangrikste gevolge is dat daar nou een plaaslike raad is waar daar voorheen twee was terwyl ruimtelike ongelykhede en ras gebaseerde wyksafbakening nog steeds plaasvind tussen Pietersburg en die vorige Seshego nedersetting. Die nuwe personeelstruktuur - wat bestaan hoofsaaklik uit voormalige wit lede van die Pietersburg raad en hoofsaaklik swart lede van die voormalige Lebowa staatsdiens - is nog nie ten volle geintegreerd nie. Die personeel van die Pietersburg Munisipaliteit is nog steeds oorwegend wit en manlik gedomineerd in beide die middel en senior bestuursposte en die Lebowa personeel is hoofsaaklik swart en manlik gedomineerd in die laer pos bekleding in die struktuur van die nuwe plaaslike regeringstruktuur.

Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Little is known about the experiences that previously disadvantaged bursary and scholarship learners have in independent South African schools. Many scholarship and bursary recipients are from homes that fall into the low to middle income groups and they find themselves surrounded by boys and girls who are from high income, affluent homes. The aim of this study is to gain an understanding of the experiences that scholarship learners have within independent school environments and to find out what the opportunities and challenges are that they may face. Bronfenbrenner‟s bioecological model was used as theoretical framework as it incorporates a number of different interconnected systems that will influence the participant's lives and their experiences. These microsystems included parents, school, peers and the individual. This study's research methodology is a phenomenological approach which is embedded within the interpretative paradigm. Purposeful sampling was used to select eight learners from four different independent schools in the Western Cape. Two semi-structured interviews were conducted within two months of each other, with each of the participants. Phenomenological data analysis was conducted to analyse the information provided in the interviews. The research findings indicated that previously disadvantaged scholarship learners face a great deal of pressure in the form of high expectations being placed on them, both academically and behaviourally. Racial stereotyping was found to be prevalent with regards to assumptions made about learner's academic abilities and financial backgrounds. Challenges related to cultural difference and financial challenges were also noted. / AFRIKAANSE OPSOMMING: Min is bekend oor die ervarings wat voorheen benadeelde beurs-leerders in onafhanklike (private) Suid-Afrikaanse skole. Baie beurshouers kom uit huise wat in die lae tot middel inkomste groepe val, en hulle vind hulself tussen seuns en meisies wat van hoë-inkomste huise kom. Die doel van hierdie studie is om die ervarings wat die beursleerders in onafhanklike skool omgewings beter te verstaan en vas te stel watter geleenthede en uitdagings hulle ervaar. Bronfenbrenner se bioëkologiese model word gebruik as ‟n teoretiese raamwerk omdat dit verskillende stelsels insluit wat ‟n invloed sal hê op die deelnemers se lewens en ervarings. Die mikrostelsel sluit die ouers, skool, portuurgroep en individu in. Hierdie studie se navorsingsmetodologie is 'n fenomenologiese benadering wat binne die interpretatiewe paradigma ingebed is. Doelgerigte steekproefneming is gebruik om agt leerders van vier verskillende onafhanklike skole in die Wes-Kaap te kies. Twee semi-gestruktureerde onderhoude is gevoer met elkeen van die deelnemers tussen ‟n tydperk van twee maande. Fenomenologiese data-analise is gebruik om die inligting van die onderhoude te analiseer. Die navorsingsbevindinge het aangedui dat die deelnemers baie druk ervaar in die vorm van hoë verwagtinge wat op hulle geplaas word, in terme van hul akademiese prestasie en gedrag. Algemene rasse-stereotipering was gevind met betrekking tot die aannames wat gemaak is oor die leerders se akademiese vermoëns en finansiële agtergronde. Kulturele verskille en finansiële uitdagings is ook opgemerk.

A large portion of the population of South Africa is made up of people who, due to poverty, disability, old age and/or lack of education, rely solely on social assistance provided by the government for their survival. The issue of the welfare state in terms of responding to these issues has been subject to increasingly heated debates especially with regard to long-term socio-economic improvements, moral obligations and economic sustainability. This dissertation generally explores the status of social welfare in South Africa, and more specifically, South Africa’s socio-economic status as a welfare state against the backdrop of selected philosophical arguments used to justify and criticize existing social welfare laws in South Africa, whilst keeping South Africa’s unique history in mind. Although South Africa already has a detailed set of social welfare laws and policies, the social and economic needs of the country are ever evolving and therefore it is important that these laws and policies be constantly re-evaluated in order to ensure that they are effective in addressing and meeting the changing socio-economic and other demands. / Jurisprudence / LL. M. (Jurisprudence)

Despite various policing strategies in the recent past, the police alone have not been able reduce crime in Soshanguve. Research into how partnerships in policing can assist in finding solutions to crime prevention is limited. The police have come to realise that they need the active involvement and cooperation of and support from the community and other role players to prevent crime. This research has as its aim the identification of the challenges in establishing partnerships in policing the Soshanguve policing area. A qualitative approach was adopted. An interview schedule with predetermined questions was designed, piloted and used in focus group interviews with participants who are actively involved in partnerships in policing in the area. Interviews were conducted with 45 participants in three focus group interviews to obtain their views, opinions and perceptions of partnerships in policing. The collected data was transcribed verbatim (using words and phrases of the participants), analysed and interpreted. The data was analysed and interpreted using manual open coding, with the aim of identifying and examining patterns of similarities or differences in the data. A literature study was conducted to gain a better understanding of partnerships in policing. Research indicates that partnerships in policing have been effectively implemented in other parts of the world and can be implemented in South Africa in general and in Soshanguve in particular. Factors that inhibit partnerships in policing between the police and the community as well as in other environments were identified. These factors include among others, lack of trust, communication and cooperation. Recommendations are made to all concerned; particularly to the South African Police Service management on how partnerships in policing can be effectively implemented. / Criminology and Security Science / M. Tech. (Policing)

English text with English, Northern Sotho and Afrikaans summaries / South Africa has a long and troubled educational history, from pre-colonial education to the fall of apartheid, and eventually the acquisition of equal education for all (Christie, 2006). Many changes took place during this transitional period in the democracy and liberation of the New South Africa by means of pupil-centred classrooms, Curriculum 2005 (Taylor, 1995) and Curriculum and Assessment Policy Statement (CAPS). Although numerous studies have been conducted internationally and in South Africa on underperforming in schools, the focus of this study is to ascertain the key elements of why learners underperform. The study’s aim is to determine the influence of a learner’s socio-economic situation on scholastic performance with references to nutrition, family structure, and parental support of learners in primary schools in Tshwane. In this full dissertation, the researcher found that most of the selected home environmental factors had no significant impact on the selected learners. It was, however, found (as many research already proved) that diet and sleep did have an influence on primary school learner academic performance. In presenting this argument, the theoretical framework, socio-constructivism learning theory, and Maslow’s hierarchy of needs, were used, as socio-constructivism states that although biological factors are a requirement for basic development to emerge, socio-cultural factors are crucial for basic natural processes to develop. Vygotsky’s socio constructivism theory indicates the uniqueness of the social environment and regards socio-cultural background as the primary and determining factor in the development of higher forms of human mental activity such as voluntary attention, intentional memory, logical thought, planning, and problem solving. In conjunction with Vygotsky, Maslow’s hierarchy of needs sets the foundation for this study as it states that in order for a being to move to the next level, the lower level of needs, need to be satisfied first. The objectives of the study were: - to determine what the impact of selected home environment factors on primary school learners’ academic performance is. To determine the relationship between poverty, family structure, and scholastic performance; to determine the influence of the type of dwelling on scholastic performance; to determine the influence nutrition have on a learners’ scholastic performance; and to determine the influence sleep deprivation has on learners’ academic performance. The study used a quantitative approach, and the method included questionnaires that learners in Grade 5, Grade 6, and Grade 7 of the selected school completed anonymously. The study revealed that poverty, family structure, and dwelling type did not have a significant impact on the learners of the selected school. The study did however reveal and confirmed what various other researchers have already found that sleep and nutrition did have an influence on academic performance. It is recommended that specific guidelines should be provided to parents about economical lunchbox ideas. Parents should be supplied with lists of foods best to pack in lunchboxes and food that is not allowed. Schools should further monitor the food provided at tuck shops, as the food provided should be nutritious as well as sustain learners’ energy. Food high in saturated fats and sugar should not be allowed at school tuck shops. Children should also be educated about nutrition and better or alternative choices they can make. Lunches that are supplied as part of the school nutrition program should be monitored to ensure that it is nutritious, low in sodium, and that a variety of fruit and vegetables are included in the meal. Studies have concluded that children should sleep on average nine hours per night. Unfortunately, due to increase in academic pressure and work load, more learners go to bed later. It is therefore recommended that schools adhere to guidelines on the amount of homework given to learners daily. It is further recommended that parents should ensure that their children have a set routine regarding sleep patterns. The use of electronic equipment, such as television, computers, and cellular phones prior to sleeping time should be limited as it affects sleep. Surprisingly, this study has also revealed that some of the data supplied to the school by the parents or guardians and the data that was obtained from the learners did not correlate. It is therefore recommended that schools should be more scrupulous with learner performance data as it could be a possible indicator of household problems or the quality of education. If it is found that the decline is due to quality of education, the school management team should act immediately to assist the necessary educators with the necessary skills to enable better quality of education. A pro-active plan of action should be put in place by the school for those learners whose marks decreased. An educator could talk to the learner and the parents to try and determine the possible causes for the decrease in marks. Remedial classes or remedial exercises should be given to the learners to assist in the areas of need. In addition, if it is determined that the cause is due to home environment factors then necessary assistance should be provided either by the school or other entities. / Afrika Borwa e na le histori ya thuto ye telele gape ya mathata, go tloga go thuto ya pele ga bokoloni go ya go go fedišwa ga kgatelelo le go hwetša mafelelong thuto ya go lekana go bohle (Christie, 2006). Go bile le diphetogo tše dintši nakong ye ya phetogo mo temokrasing le tokologong ya Afrika Borwa ye mpsha ka mokgwa wa diphapošiborutelo tšeo di nepišago morutwana, Lenaneothuto la 2005 (Taylor,1995) le Setatamente sa Pholisi ya Lenaneothuto le Kelo (CAPS). Le ge go dirilwe dinyakišišo tše mmalwa ditšhabatšhabeng le mo Afrika Borwa ka ga go se šome gabotse dikolong, nepišo ya dinyakišišo ke go utolla mabaka a motheo ao a dirago gore barutwana ba se šome gabotse. Maikemišetšo a dinyakišišo ke go utolla khuetšo ya maemo a ekonomi le leago a barutwana go go šoma dithutong go lebeletšwe phepo, sebopego sa lapa le thekgo ya batswadi go barutwana ba dikolo tša praemari ka Tshwane. Mo tesitheišeneng ye e feletšego, monyakišiši o hweditše e le gore bontši bja mabaka a tikologo ya gae ao a kgethilwego ga a na khuetšo ye bohlokwa mo go barutwana bao ba kgethilwego. Le ge go le bjalo, go hweditšwe e le gore (bjale ka ge go kgonthišitšwe ke banyakišiši ba bantši) go ja le go robala di na le khuetšo go go šoma dithutong ga barutwana ba dikolo tša praemari. Ge go abja mabaka a, tlhako ya teori, teori ya go ithuta ya tsebo ya leago le dinyakwa tša maemo a Maslow di šomišitšwe. Tsebo ya leago e bolela gore le ge mabaka a go phela e le senyakwa sa kgolo ya motheo go thoma, mabaka a setšo sa leago a bohlokwa kudu go ditshepedišo tša tlhago tša motheo gore di gole. Teori ya Vygotsky ya tsebo ya leago e bontšha boswananoši bja tikologo ya leago gomme e tšea botšo bja setšo sa leago bjalo ka lebaka la motheo le taolo mo go godišeng mekgwa ya godimo ya mošongwana wa kgopolo ya motho go swana le šedi ya boithaopo, le kelelo ye e nepišago, kgopolo ya go kwagala, peakanyo le tharollo ya mathata. Ka tirišano le Vygotsky, maemo a dinyakwa a Maslow a dira motheo wa dinyakišišo tše ka ge a bolela gore sebopiwa se ye legatong la go latela, legato la fase la dinyakwa le swanetše go kgotsofatšwa pele. Dinepo tša dinyakišišo tše e be e le go utolla: gore khuetšo ya mabaka a tikologo ya gae ao a kgethilwego go barutwana ba dikolo tša praemari mo go šomeng gabotse dithutong ke efe; kamano gare ga bohloki, sebopego sa lapa le go šoma dithutong; khuetšo ya mohuta wa legae mo go šomeng dithutong; khuetšo yeo phepo e nago le yona mo go šomeng dithutong; le khuetšo yeo go se robale go nago le yona go barutwana mo go šomeng dithutong. Dinyakišišo di šomiša mokgwa wa bokaakang, gomme mokgwa o akaretša letlakala la dipotšišo leo barutwana ba Kreiti ya 5, Kreiti ya 6 le Kreiti ya 7 ba sekolo seo se kgethilwego ba le tladitšego ka sephiri. Dinyakišišo di utollotše gore bohloki, sebopego sa lapa le mohuta wa legae ga di na khuetšo mo go barutwana ba sekolo seo se kgethiwego. Le ge go le bjale, dinyakišišo di utolla le go kgonthiša ka moo banyakišiši ba go fapana ba šetšego ba hweditše gore boroko le phepo di na le khuetšo mo go šomeng dithutong. Go digetšwe gore ditlhahli tše di itšego di swanetše go fiwa batswadi ka ga kgopolo ya dijo tša letena tša ekonomi. Batswadi ba swanetše go fiwa lenaneo la dijo tše dikaone go feta tšeo ba ka di fago bana go ja ka letena le dijo tšeo di se a lokago. Dikolo gape di swanetše go lekola dijo tšeo di fiwa mabenkeleng a dijo a ka sekolong, ka ge dijo tšeo di fiwago di swanetše go ba le phepo gomme di swarelele maatla a barutwana. Dijo tšeo di nago le makhura ao a se a lokago le swikiri ga se tša swanela go dumelelwa mo mabenkeleng a dijo a ka sekolong. Go tlaleletša, bana ba swanetše go rutwa ka phepo le dikgetho tše kaone goba tša go fapana tšeo ba ka di dirago. Dijo tša matena tšeo di fiwago bjalo ka karolo ya lenaneo la phepo la sekolo di swanetše go lekolwa go kgonthiša gore di na le phepo, ga di na letswai le lentši, le gore mehuta ya dienywa le merogo e a akaretšwa mo dijong. Dinyakišišo di phethile ka gore ka palogare bana ba swanetše go robala diiri tše senyane bošego bjo bongwe le bjo bongwe. Go hloka mahlatse, ka lebaka la koketšego ya kgatelelo ya dithuto le mošomo wo montši, bana ba bantši ba robala ka morago ga nako. Ka gona go digelwa gore dikolo di latele ditlhahli tša bokaalo bja mošomo wa gae woo o fiwago barutwana letšatši le lengwe le lengwe. Go digetšwe gape gore batswadi ba swanetše go kgonthiša gore bana ba bona ba na le lenaneo leo le beakantšwego la go robala. Tšhomišo ya didirišwa tša elektroniki, go swana le thelebišene, dikhomphutha le diselefouno pele ga nako ya go robala e swanetše go fokotšwa ka ge e ama boroko. Selo sa go makatša, dinyakišišo tše di utollotše gore data ye nngwe yeo e filwego sekolo ke batswadi goba bahlokomedi le data yeo e filwego ke barutwana ga di sepelelane. Ka gona go digelwa gore dikolo di swanetše go hlokomela ka data ya go šoma ga barutwana ka ge e ka ba sešupo sa kgonagalo ya mathata a ka gae goba boleng bja thuto. Ge go hweditšwe gore go palelwa ke ka lebaka la boleng bja thuto, sehlopha sa taolo ya sekolo se swanetše go tšea magato ka bjako go thuša barutiši ka mabokgoni ao a hlokegago go kgontšha boleng bjo bokaone bja thuto. Sekolo se swanetše go dira lenaneo la tiro la mohola go barutwana bao meputso ya bona e fokotšegile. Morutiši a ka bolela le morutwana le batswadi go leka go utolla gore ke eng seo se hlolago go fokotšega ga meputso. Dithuto tša tlaleletšo goba mešongwana ya tlaleletšo e swanetše go fiwa go thuša barutwana mo dikarolong tšeo ba hlokago thušo. Go tlaletša, ge go utollotšwe gore se se hlolwa ke mabaka a tikologo ya gae, gona go swanetše go fiwa thušo yeo e hlokegago e ka fiwa ke sekolo goba makala a mangwe. / Suid-Afrika het ’n lang en veelbewoë onderwysgeskiedenis, van voorkoloniale onderwys tot die val van apartheid en die uiteindelike bereiking van gelyke onderwys vir almal (Christie, 2006). Baie veranderinge het gedurende hierdie oorgangsperiode in die demokrasie en bevryding van die Nuwe Suid-Afrika plaasgevind deur middel van leerdergesentreerde klaskamers, Kurrikulum 2005 (Taylor, 1995) en die Kurrikulum- en Assesseringsbeleidsverklaring (KABV). Hoewel talle studies oor onderprestasie in skole internasionaal en in Suid-Afrika uitgevoer is, is die fokus van hierdie studie om die kernfaktore vas te stel wat tot onderprestasie van leerders lei. Die studie het ten doel om die invloed van ’n leerder se sosioëkonomiese situasie op skolastiese prestasie te bepaal met verwysing na voeding, gesinstruktuur en ouerondersteuning van leerders in primêre skole in Tshwane. In hierdie volledige proefskrif het die navorser bevind dat die meeste geselekteerde tuisomgewingfaktore geen beduidende uitwerking op die geselekteerde leerders gehad het nie. Daar is egter bevind (soos deur baie navorsers bewys is) dat dieet en slaap wel ʼn invloed op primêreskoolleerders se akademiese prestasie gehad het. In die aanbieding van hierdie argument is die teoretiese raamwerk, sosiaal-konstruktivistiese leerteorie en Maslow se behoeftehiërargie gebruik. Sosiaalkonstruktivisme bepaal dat, hoewel biologiese faktore ’n vereiste is sodat basiese ontwikkeling kan plaasvind, sosiaalkulturele faktore deurslaggewend vir die ontwikkeling van basiese natuurlike prosesse is. Vygotsky se teorie oor sosiaalkonstruktivisme dui op die uniekheid van die sosiale omgewing en beskou die sosiaalkulturele agtergrond as die primêre en bepalende faktor in die ontwikkeling van hoër vorms van menslike verstandelike aktiwiteit, soos vrywillige aandag, intensionele geheue, logiese denke, beplanning en probleemoplossing. Tesame met Vygotsky, maak Maslow se behoeftehiërargie die grondslag van hierdie studie uit, aangesien dit bepaal dat, ten einde na die volgende vlak te beweeg, ’n mens se laer vlak van behoeftes eers bevredig moet word. Die doelwitte van die studie was om die volgende te bepaal: watter uitwerking geselekteerde tuisomgewingfaktore op primêreskoolleerders se akademiese prestasie het; die verhouding tussen armoede, gesinstruktuur en skolastiese prestasie; die invloed van die tipe woning op skolastiese prestasie; die invloed wat voeding op ’n leerder se skolastiese prestasie het; en die invloed wat slaapontneming op ’n leerder se akademiese prestasie het. Die studie het ’n kwantitatiewe benadering gebruik, en die metode het vraelyste ingesluit wat leerders in Graad 5, Graad 6 en Graad 7 van die geselekteerde skool anoniem voltooi het. Die studie het aan die lig gebring dat armoede, gesinstruktuur en tipe woning nie ’n beduidende uitwerking op die leerders van die geselekteerde skool gehad het nie. Die studie het egter wel aan die lig gebring en bevestig wat verskeie ander navorsers reeds bevind het: dat slaap en voeding ʼn invloed op akademiese prestasie het. Daar word aanbeveel dat spesifieke riglyne oor ekonomiese kosblik-idees aan ouers verskaf moet word. Ouers behoort voorsien te word van lyste van die beste kossoorte om in kosblikke te pak, en kossoorte wat nie toegelaat word nie. Skole behoort voorts die kos te monitor wat by snoepwinkels te koop aangebied word, aangesien sodanige kos voedsaam moet wees en leerders se energie moet volhou. Kos wat ryk aan versadigde vette en suiker is, behoort nie by skoolsnoepwinkels toegelaat te word nie. Daarbenewens behoort kinders opgevoed te word oor voeding en beter of alternatiewe keuses wat hulle kan maak. Middagetes wat as deel van die skoolvoedingsprogram voorsien word, moet gemonitor word om te verseker dat hulle voedsaam en laag in sout is, en dat ’n verskeidenheid vrugte en groente by die maaltyd ingesluit word. Studies het tot die slotsom gekom dat kinders gemiddeld nege uur per nag behoort te slaap. Ongelukkig, weens ʼn toename in akademiese druk en werklading, gaan al hoe meer leerders later slaap. Daar word dus aanbeveel dat skole riglyne nakom rakende die hoeveelheid huiswerk wat daagliks aan leerders gegee word. Daar word verder aanbeveel dat ouers moet verseker dat hul kinders ’n vaste slaaproetine het. Die gebruik van elektroniese toerusting, soos televisie, rekenaars en selfone voor slaaptyd, behoort beperk te word omdat dit slaap beïnvloed. Dit is verrassend dat die studie ook aan die lig gebring het dat sommige van die data wat deur die ouers of voogde aan die skool verskaf is en die data wat van die leerders bekom is, nie ooreengestem het nie. Daar word dus aanbeveel dat skole meer nougeset met leerderprestasiedata moet omgaan, aangesien dit ’n moontlike aanwyser van huishoudelike probleme of die gehalte van onderwys kan wees. Indien daar bevind word dat die afname as gevolg van die gehalte van onderwys is, moet die skoolbestuurspan onmiddellik optree om opvoeders te help om die nodige vaardighede te verwerf om ’n beter gehalte onderwys moontlik te maak. Die skool behoort ’n proaktiewe plan van aksie in werking te stel vir daardie leerders wie se punte gedaal het. ʼn Opvoeder kan met die leerder en die ouers gesels en probeer vasstel wat die moontlike oorsake vir die daling in punte is. Remediërende klasse of remediërende oefeninge behoort aan die leerders gegee te word om met die behoefteareas te help. Daarbenewens, indien vasgestel word dat die oorsaak tuisomgewingfaktore is, behoort die nodige bystand gegee te word, hetsy deur die skool of ander entiteite. / Educational Studies / M. Ed. (Socio-Education)

Text in English / The study aimed at exploring the “mindset” of learners, teachers and principals behind the violence in schools. “Mindset” is a person's general attitude with which he/she approaches a situation and the way they think about things, their experiemces and opinions. The data in the current study was gathered from three schools on the Cape Flats in the Western Cape. The Cape Flats is home to South Africa’s most violent gangs, perpetuated by the socio-economic issues created by apartheid. A provincial breakdown of crime statistics ranks the Western Cape second highest in South Africa. The researcher adopted Bronfenbrenner’s Ecological Framework to delineate the risk factors which impact on the community, family, individual, peer group and school environment. Participants’ selection was effected through a non-probability method of purposive sampling. Participants’ in a non-probability sample are selected based on their accessibility or by the purposive personal judgment of the researcher. The downside of the non-probability sampling method is that an unknown proportion of the entire population was not sampled. From the preceding results, it is evident that learners are exposed to many forms of violence. Too many children are reared in dysfunctional families, poorly managed schools and neighbourhoods caught in the grip of violence and poverty. If this malady is not addressed and managed, South Africa can expect another generation of youth who resort to violence as a means of conflict resolution. The rich and in-depth information around participants’ unique opinions, experiences and realities contribute towards a better understanding of school violence, dysfunctional behaviour and towards the improvement of school violence interventions. It is also argued that additional insights from the study would add value to the organisational incapacity management process of schools. / Psychology / M.A. (Psychology)

This study is designed to assess the causes and the effects of poverty and HIV/AIDS on women's spirituality. A case study of Mpererwe Township in Kampala, Uganda was chosen because this researcher has been staying in this township now for 7 years; and has seen most women experiencing difficulties in their daily lives. Poverty and HIV/AIDS among women of Mpererwe Township is a much-needed area of study because the majority of women's lives and their contribution to development have been hampered by economic, religious, political, social and cultural structures. However, all in all, the purpose of this social analysis was first, to identify the factors that render Mpererwe women to be vulnerable to ill situations that pave the way to poverty and HIV/AIDS conditions. Then thereafter, to suggest strategies that may transform the physical, political, religious, economic and social life of women in Mpererwe Township. / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

The main aim of this study was to explore the extent of freedom or lack thereof in the relationships of HIV positive pregnant women and their partners. These women were attending antenatal care in two Soweto clinics, run by the Perinatal HIV Research Unit. A semi-structured interview schedule was developed and used as the data collection tool. A theoretical framework based on Amartya Sen's theory of Development as Freedom and Isabel Apawo Phiri's theological reflections on women's freedom, was used to analyze data collected from the participants of the study. The ideas of the two theorists complemented each other with regard to the sources of "unfreedom" for women from an economic point of view and from the cultural and religious points of view. Sen highlighted lack of basic freedoms and human rights as the core causes of lack of freedom, which is both a primary means and principal ends of development. Phiri advocated for the liberation of women from the oppressive cultural and religious practices brought about by patriarchy. Removal of all those key sources of unfreedom would provide an ideal situation in which women would be less vulnerable to HIV infection. The analysis of the participants' responses in this study suggested a lack of freedom in their relationships with the fathers of their unborn babies. This had an adverse effect in their ability to disclose their HIV positive status, negotiate safer sex and contraception. Economic dependency on the partners was found to be the major cornerstone that kept women in bondage in their relationships. The churches in Soweto did not seem to have any plausible impact in the lives of the participants and as a result all of them had very loose links with the church. This was another major gap in the initiatives to reduce HIV infection which challenges the churches in Soweto to strengthen their prophetic ministry in terms of women's freedom and their dignity both in the church and in society. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2007

This study is about refugee women from the Great Lakes Region, who are living in Pietermaritzburg and face many challenges that contribute to their vulnerability to HIV and AIDS. These include the challenges of language barriers, lack of communication, gender based violence, and other socio-economic problems. This dissertation seeks to investigate critically some of the gender-based challenges that the refugee women from Great Lakes Region face in Pietermaritzburg which can make them vulnerable to HIV and AIDS. Though there is much literature written on the challenges of women refugees in Africa, there is not much written on the challenges of refugee women who live in cities. This study was involved to eight women and two male church leaders of the French-Swahili church in Pietermaritzburg where these refugee women fellowship. / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.