No abstract available. / Thesis (DPhil)--University of Pretoria, 1969. / gm2014 / Anthropology and Archaeology / unrestricted

The purpose of the case study is to investigate causes and factors contributing towards bullying behaviour and how these learners can be supported by the school and community in managing bullying behaviour. Factors such as violence, divorce, unemployment are supposedly affecting learners, many of whom attend school with feelings of frustration, anger and bitterness. These feelings may be acted out by bullying behaviour such as fighting, teasing, pushing and stealing. Learners are aggressive, violent, disrupt lessons, and take others’ money. This behaviour often results in learning barriers, absenteeism, high failure rates, bunking lessons and dropping out of school. Educators and parents sometimes aggravate the situation because of their own stress, and financial problems. Bullying behaviour is thus a manifestation resulting from a complex interaction of factors within the learners social context, thus the eco-systemic perspective will be utilised as the theoretical basis of this case study. The literature review will concentrate on what other theorists say about bullying behaviour, and how the school can support learners in managing bullying behaviour. Qualitative research methods were used for data collection and analysis. One secondary school was identified, and selected for use in the case study. Four individual open-ended interviews, that is, (two learners boy and girl, parent and one school management team) were conducted, and an observational protocol used. These methods contributed to the validity and reliability of the data. Interviews were audio recorded, transcribed, analysed and interpreted. Meanings were categorised into themes utilising a content analysis technique. Findings indicated that there are factors, such as, the family, school environment and community that contribute towards bullying behaviour in a secondary school. There are also strategies such as anti-bullying policy, buddy system and curriculum used by the school and the community to support learners on how to manage bullying. / Mrs. J.V. Fourie

This study was undertaken to explore the barriers to the sustainability of the spaza shops in Atteridgeville (wards, 51, 62, 63, 68, 71 and 72) and to identify the support strategies necessary to assist these shops to grow into sustainable businesses. The study was motivated by the role and contributions of these stores in creating jobs for the majority of the previously disadvantaged people, particularly in the black township areas of South Africa. The study was exploratory, descriptive and qualitative in nature. Semi-structured interviews were conducted to obtain data from 18 spaza shop owners. The findings from the research indicated the following barriers to be responsible for the failure of the spaza shops: lack of financial support, lack of business management skills, expensive transportation, limited trading space, crime, negative competition among spaza shop owners, and lack of cooperatives among spaza shop owners. The study recommends that spaza shop owners should ensure that they have enough savings before embarking on business and that they should also attend training in business management to equip themselves. Spaza shop owners also need to establish collaborative ventures among themselves to enable them to voice their concerns as a collective, rather than as individuals. Government, in partnership with private sector, should improve the effectiveness of its support strategies, for example by assisting spaza shops in forming cooperatives and facilitating training in business skills. It is also recommended that the government, through the Department of Trade and Industry, should continue to find out better ways to aid these stores financially. It is the researcher’s opinion that if these recommendations are followed, they could lead to the success of these stores. / Development Studies / M. A. (Development Studies)

This study was undertaken to explore the barriers to the sustainability of the spaza shops in Atteridgeville (wards, 51, 62, 63, 68, 71 and 72) and to identify the support strategies necessary to assist these shops to grow into sustainable businesses. The study was motivated by the role and contributions of these stores in creating jobs for the majority of the previously disadvantaged people, particularly in the black township areas of South Africa. The study was exploratory, descriptive and qualitative in nature. Semi-structured interviews were conducted to obtain data from 18 spaza shop owners. The findings from the research indicated the following barriers to be responsible for the failure of the spaza shops: lack of financial support, lack of business management skills, expensive transportation, limited trading space, crime, negative competition among spaza shop owners, and lack of cooperatives among spaza shop owners. The study recommends that spaza shop owners should ensure that they have enough savings before embarking on business and that they should also attend training in business management to equip themselves. Spaza shop owners also need to establish collaborative ventures among themselves to enable them to voice their concerns as a collective, rather than as individuals. Government, in partnership with private sector, should improve the effectiveness of its support strategies, for example by assisting spaza shops in forming cooperatives and facilitating training in business skills. It is also recommended that the government, through the Department of Trade and Industry, should continue to find out better ways to aid these stores financially. It is the researcher’s opinion that if these recommendations are followed, they could lead to the success of these stores. / Development Studies / M. A. (Development Studies)

Thesis (MSD (Social Development and Policy))--University of Pretoria, 2003. / Includes bibliographical references.

M. Tech. Tourism and hospitality Management / This research presents an analysis of the challenges faced by tourism suppliers in the township of Atteridgeville. Using a quantitative methodology, this descriptive study assesses 57 internal and external variables of 144 tourism suppliers (N=144) and their environment. Suppliers perceptions are analysed through various statistical tests including standard deviation, mean scores, Cronbachs Alpha, Chi-Square, and factor analysis. There were 12 factors that were identified crucial to respondents, of which 7 displayed an unacceptable reliability level. Additionally, relationships were identified between some internal and external variables.

1 online resource (xii, 184 leaves : ill.) / A high level of literacy is essential if a child is to be employable and determines the role a person will play in the globalised information age. In South Africa the literacy levels, including reading levels, of school children is extremely low. The study forms part of a longitudinal reading and literacy intervention project undertaken over a five year period in two disadvantaged primary schools in an urban township. The project focused on capacity building and resource building of the school community including the teachers, learners, school librarians and parents. This dissertation describes an action research study that focused specifically on setting up school libraries in each of these schools and the professional development of the teachers in order to contribute to the teaching and learning practices in the schools. It offers critical reflections on the process and findings and contributes to research on school libraries in South Africa. / Information Science / M.A. (Information Science)

1 online resource (xii, 184 leaves) : illustrations / A high level of literacy is essential if a child is to be employable and determines the role a person will play in the globalised information age. In South Africa the literacy levels, including reading levels, of school children is extremely low. The study forms part of a longitudinal reading and literacy intervention project undertaken over a five year period in two disadvantaged primary schools in an urban township. The project focused on capacity building and resource building of the school community including the teachers, learners, school librarians and parents. This dissertation describes an action research study that focused specifically on setting up school libraries in each of these schools and the professional development of the teachers in order to contribute to the teaching and learning practices in the schools. It offers critical reflections on the process and findings and contributes to research on school libraries in South Africa. / Information Science / M. Inf. (Information Science)

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study examines the understandings of twenty-eight teachers in primary schools in Atteridgeville and Saulsville in South Africa with regard to outcome-based education and how their understanding influences the manner in which they implemented Curriculum 2005 (OBE) policy initiative which the South African government mandated for implementation in 1997. Four major findings emerged from this study. First, the majority of the teachers in the study supported the implementation of Curriculum 2005. Second, teachers had varying levels of understanding of the Curriculum 2005 policy. Third, teachers lacked preparation for implementation because comprehensive staff development opportunities were not available. Fourth, structural problems relative to fiscal resources and a flawed policy development process hindered teachers' understanding and implementation of Curriculum 2005. The findings revealed there is great teacher support for the implementation of Curriculum 2005 (OBE). The teachers believed Curriculum 2005 (OBE) has the potential of changing policy direction in education for the black majority students who received a poor quality of education prior to its implementation. The findings also revealed that teachers' varying levels of understanding of the Curriculum 2005 policy initiative are due to a lack of (a) quality teacher preparation, (b) effective staff development, (c) financial resources, and (d) effective policy development and implementation. These findings partly explain the teachers lack of understanding of Curriculum 2005 (OBE) and their failure to implement it. Two major conclusions were drawn from this study. First, the variations in the levels of support and understanding of Curriculum 2005 (OBE) among primary school teachers in Atteridgeville and Saulsville resulted mainly from a lack of quality teacher preparation before the introduction of Curriculum 2005 (OBE) and effective staff development during the implementation of Curriculum 2005 (OBE). / 2031-01-01

No abstract available. / Dissertation (MA)--University of Pretoria, 1957. / gm2014 / Anthropology and Archaeology / unrestricted