The purpose of this study was to investigate the effectiveness of support provided by District-Based Support Teams (DBSTs) to learners experiencing barriers to learning in the Free State province. The study focused specifically on the implementation of the changed role of the DBSTs as proposed by the Education White Paper 6 in 2001. This was a two-phased study involving a literature study and empirical research. The first phase of this study focused on a literature study undertaken on topics such as the history of learner support in South Africa, the previous role of Education Support Services at school and school district level and different education documentation and policy documents relating to the topic. Furthermore the literature study explored the ecosystemic approach to learner support specifically focusing on Bronfenbrenner‘s ecological systems theory and Epstein‘s model of human development. The second phase of the study comprised empirical research. A quantitative approach was used to collect data with a little element of the qualitative approach just to verify some information. For the quantitative component of the research, a questionnaire consisting of both closed and open-ended questions was administered, while for the qualitative component, the researcher held some interviews with participants selected randomly at first, but with a snowball effect. The research was conducted in all the districts of the Free State Department of Education. The data collected revealed that the implementation of the proposed changes to learner support is in fact subdued due to various problems experienced by District Based Support Teams. These problems hamper the effective implementation of the changes set out in various education policy documents. The study contributes to the practice of learner support by proposing a model for the DBSTs to implement their changed roles. / PhD, Learner support, North-West University, Vaal Triangle Campus, 2012

The purpose of this study was to investigate the effectiveness of support provided by District-Based Support Teams (DBSTs) to learners experiencing barriers to learning in the Free State province. The study focused specifically on the implementation of the changed role of the DBSTs as proposed by the Education White Paper 6 in 2001. This was a two-phased study involving a literature study and empirical research. The first phase of this study focused on a literature study undertaken on topics such as the history of learner support in South Africa, the previous role of Education Support Services at school and school district level and different education documentation and policy documents relating to the topic. Furthermore the literature study explored the ecosystemic approach to learner support specifically focusing on Bronfenbrenner‘s ecological systems theory and Epstein‘s model of human development. The second phase of the study comprised empirical research. A quantitative approach was used to collect data with a little element of the qualitative approach just to verify some information. For the quantitative component of the research, a questionnaire consisting of both closed and open-ended questions was administered, while for the qualitative component, the researcher held some interviews with participants selected randomly at first, but with a snowball effect. The research was conducted in all the districts of the Free State Department of Education. The data collected revealed that the implementation of the proposed changes to learner support is in fact subdued due to various problems experienced by District Based Support Teams. These problems hamper the effective implementation of the changes set out in various education policy documents. The study contributes to the practice of learner support by proposing a model for the DBSTs to implement their changed roles. / PhD, Learner support, North-West University, Vaal Triangle Campus, 2012

The dissertation examines the effect of changes since 1994 on the role of the South African Public Service Commission (hereafter referred to as the Commission). Its contention is that the changes since 1994 re-focused the role of the Commission on development and modernisation of public administration practices. The role of the Commission is now confined to monitoring, evaluation, investigation and research. The dissertation finds that the Commission does not have a formal transversal monitoring and evaluation system. The co-operation between the Commission and other oversight bodies (such as the Public Protector and the Auditor-General) involved in monitoring and evaluation of public service delivery is minimal. There is no "national consensus" yet on what the constitutional value and principle that public administration must be development-orientated means. The Commission has not set out research as its key performance area whereas its role in labor relations is superfluous. Recommendations in respect of the foregoing shortcomings are made in the dissertation. / Public Administration / M.A. (Public Administration)

Summaries in Afrikaans and English / Text in Afrikaans / Die studie handel oor die belewing van die onderwyser-leerlingrelasies deur die senior sekondere skoolleerling. Bepaalde faktore uit die literatuur blyk 'n invloed uit te oefen op onderwyserleerlingrelasies, naamlik opvoedingsklimaat, opvoedingstyl en intermenslikheid van die onderwysers. Onderwyser-leerlingrelasies word deur 'n outokratiese opvoedingstyl en onwarme opvoedingsklimaat benadeel. 'n Betroubare meetinstrument is ontwikkel en in 'n empiriese ondersoek op standerd 6- tot 10-leerlinge afgeneem. Die resultate van die faktorontleding het getoon dat daar veral twee faktore is wat 'n invloed kan uitoefen op die onderwyser-leerlingrelasies, naamlik opvoedingsklimaat en opvoedingstyl van die onderwyser. Daar is ook bevind dat standerdgroepe en taalgroepe in hulle belewinge van die opvoedingsklimaat en opvoedingstyl verskil. Dit wil uit die resultate voorkom asof geslag 'n rol speel in leerlinge se belewing van opvoedingsklimaat en opvoedingstyl van die onderwyser. Norms is vir die vraelys bepaal deur routellings in staneges om te skakel. / This study concerns the experience of the teacher-student relationship by the senior secondary pupil. A literature study revealed that specific factors seem to influence teacher-student relationships, namely educational climate, educational style and the human nature of the teacher. An autocratic educational style and climate could harm teacher-student relationships. A reliable measuring instrument was developed and administered to standerd 6 to 10 pupils in an empirical study. The results of the factor analasys indicated that two major factors could influence the nature of the teacher-student relationship, namely educational climate and educational style of the teacher. The results also indicated a significant difference in standard groups' and language groups' experience of teacher-student relationships. It also appears from the results as if gender could play a significant role in pupils' experience of educational climate and educational style of the teacher. Norms were established for the questionnaire. / Psychology of Education / M. Ed. (Psychology of Education)

The dissertation examines the effect of changes since 1994 on the role of the South African Public Service Commission (hereafter referred to as the Commission). Its contention is that the changes since 1994 re-focused the role of the Commission on development and modernisation of public administration practices. The role of the Commission is now confined to monitoring, evaluation, investigation and research. The dissertation finds that the Commission does not have a formal transversal monitoring and evaluation system. The co-operation between the Commission and other oversight bodies (such as the Public Protector and the Auditor-General) involved in monitoring and evaluation of public service delivery is minimal. There is no "national consensus" yet on what the constitutional value and principle that public administration must be development-orientated means. The Commission has not set out research as its key performance area whereas its role in labor relations is superfluous. Recommendations in respect of the foregoing shortcomings are made in the dissertation. / Public Administration and Management / M.A. (Public Administration)

Summaries in Afrikaans and English / Text in Afrikaans / Die studie handel oor die belewing van die onderwyser-leerlingrelasies deur die senior sekondere skoolleerling. Bepaalde faktore uit die literatuur blyk 'n invloed uit te oefen op onderwyserleerlingrelasies, naamlik opvoedingsklimaat, opvoedingstyl en intermenslikheid van die onderwysers. Onderwyser-leerlingrelasies word deur 'n outokratiese opvoedingstyl en onwarme opvoedingsklimaat benadeel. 'n Betroubare meetinstrument is ontwikkel en in 'n empiriese ondersoek op standerd 6- tot 10-leerlinge afgeneem. Die resultate van die faktorontleding het getoon dat daar veral twee faktore is wat 'n invloed kan uitoefen op die onderwyser-leerlingrelasies, naamlik opvoedingsklimaat en opvoedingstyl van die onderwyser. Daar is ook bevind dat standerdgroepe en taalgroepe in hulle belewinge van die opvoedingsklimaat en opvoedingstyl verskil. Dit wil uit die resultate voorkom asof geslag 'n rol speel in leerlinge se belewing van opvoedingsklimaat en opvoedingstyl van die onderwyser. Norms is vir die vraelys bepaal deur routellings in staneges om te skakel. / This study concerns the experience of the teacher-student relationship by the senior secondary pupil. A literature study revealed that specific factors seem to influence teacher-student relationships, namely educational climate, educational style and the human nature of the teacher. An autocratic educational style and climate could harm teacher-student relationships. A reliable measuring instrument was developed and administered to standerd 6 to 10 pupils in an empirical study. The results of the factor analasys indicated that two major factors could influence the nature of the teacher-student relationship, namely educational climate and educational style of the teacher. The results also indicated a significant difference in standard groups' and language groups' experience of teacher-student relationships. It also appears from the results as if gender could play a significant role in pupils' experience of educational climate and educational style of the teacher. Norms were established for the questionnaire. / Psychology of Education / M. Ed. (Psychology of Education)

The thesis unpacks the transformation of urban planning in the municipalities of the Greater Pretoria region (now Tshwane) during 1992 to 2002, specifically within the context of the government transformation in South Africa and contemporary planning theory. In order to contextualise the transformation of urban planning in the City of Pretoria/Tshwane, the thesis presents an overview of the international trends on urban planning and how these trends (during the 1990s) have informed, shaped and framed the transformation of urban planning in South Africa and in the City of Tshwane. These trends are associated with community participation, strategic planning, sustainable development; the merging social awareness amongst urban planners; and the new integrated relationship between urban planning and management. The narrative part of the thesis specifically unpacks and analyses the nature and impact of the transformed/transforming integrated, developmental and democratic planning system, the positive and negative impacts that this system had on planners, local authority managers and politicians. It also provides a perspective on the conflict and power dilemmas that arose between planners, between planners and managers and between planners and politicians. Within the context of the so-called web of power relations (as described by Foucault), the study specifically explores the impact which the transformation had on the power relations within the local authority planning environment – specifically within the context of the social nexus (as described by Habermas, Healey and others). The thesis provides a local example of the nature and dynamics of power relations within a transforming local authority, with specific emphasis of the planning function. Not only does this study challenge contemporary theories on power relations in planning, but it also provides valuable new insights on the complex and illusive power relations in local authorities. Largely based on the work of Michel Foucault and Jurgen Habermas, the study provides an intriguing reading of the many conflicts and power/rationality struggles and clashes that are being played out on a daily base in municipalities in South Africa. Through the detailed unpacking of a decade of transformation of urban planning in one of South Africa’s six metropolitan municipalities, Mr Coetzee contributes to improving the understanding of the current nature and focus of the urban planning function in the local government sphere. As such it provides invaluable insights to planning theorists and historians, not only in South Africa, but also in other societies experiencing rapid and far-ranging transformation. / Thesis (DPhil (Town and Regional Planning))--University of Pretoria, 2006. / Town and Regional Planning / unrestricted