Architecture is intended to house, shelter and define the framework within which human activity occurs. It is far more than purely functional and its vast impact on the physical, emotional and psychological aspects of its users should not be ignored. Unfortunately, much contemporary architecture has become driven by external appearances, pushing the boundaries of technology and engaging with the eyes. The sensory aspects of architecture that enhance the body's experience, have largely been neglected, much to the detriment of the human experience, as it is through the body that one perceives, engages and enjoys architectural spaces. This dissertation looks into a more appropriate response to architectural design that understands the significance of the sensory experience of the human body. Benefits of such an architectural theory are considered and the practical application of this approach to architectural design is discussed. Furthermore, this exploration is used to analyse children's experience of the built environment. Basic research recognises the importance of the environment on children's development; however, this knowledge is seldom applied to the design of children's spaces. The research undertakes to more fully examine children's development and the physical, sensory and psychological manner in which children engage with the built environment. The findings include proposed design approaches that suitably respond to this. The research culminates in an analysis of the sensory approach to architecture in the local context of KwaZulu-Natal. Conclusions are drawn from the research carried out through interviews, a review of literature, and analysis of case studies and precedents studies. The outcome of this dissertation is a set of recommendations, principles and an understanding of the criteria necessary to inform the design of a Children's Centre and Community Facility in Umlazi. / Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2011.

The concept of the African Renaissance has gained ground over the past couple of years since it was first introduce to the mass public in the mid 1990’s. It aims to address a variety of challenges that affect the African continent and the people that reside within it. These challenges are mostly as a result of the centuries of oppression that the continent and its people had to endure as well as the latent effects that persist as a result of those oppressive regimes even though they no longer exist. The African Renaissance is meant to be a tool that will transform all aspects of society throughout the entire continent. The African Renaissance has been associated with a number of different social, economic and cultural issues, but has yet to be adequately investigated in relation to the built environment and architecture in particular. The investigation is therefore a quest to determine whether there is a link or relationship between the concept and architecture, and if so, how can architecture be utilized to further the concept of the renaissance. / Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2011.

Department of Public Health / MPH

Biophilia is the love of nature and all living things and is the theory that forms the basis of ‘biophilic’ design. Biophilic design recognizes the positive experience of natural systems and processes in our buildings as critical to human health, performance, and well-being. Healthy living is a primary need for society and designing with nature could provide for these needs in architectural environments. Employing such techniques of design could improve the experiential quality of architectural space. The quality of healthcare environments and similar public places could become more accommodating for local communities. There would be a need for adapting these ideas to fit local conditions but through research initiatives, designers can understand what would be most suitable considering the circumstances of a region. If there is a marked effect of natural environments on the wellbeing of citizens, then biophilia can initiate a better approach in local architectural design for society. / Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2011.

Durban has often been referred to as one of the fastest growing cities in the world. During the Post-Apartheid years, migration of people from other parts of South Africa as well as African countries to Durban has drastically increased. However, the challenges migrants face in the city vary from mild antagonism, to the difficulties of finding employment, to aggressive xenophobic outbreaks. There is a need for orientation for these migrants to help them adapt and feel more at home in the unfamiliar setting. This research dissertation explores the various approaches to creating a new type of architecture to aid the transition of migrants into the city of Durban. The psychological and social changes that they are experiencing in their transitional state have been translated into a set of architectural place-making methods that explore the possibility of an architecture that orientates and promotes transition, as well as provides a place where migrants can find temporary refuge. The dissertation aims to ultimately result in the design of an original architectural typology; a landmark that facilitates orientation and adaption of migrants, both physically and psychologically, and also educates and promotes inter-cultural understanding and appreciation amongst communities of migrants and locals. / Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2011.

Religion is still a large driving force behind the manner in which people live today. Religion, especially the predominant practices that date back to our ancestors, is a driving force behind culture. It creates traditions that have been passed onto us consciously and subconsciously. Norms such as customs, rituals, routines and patterns are subconsciously inherited, contributing to the culture of a community. Together, religion and tradition influence and provide a base for culture. These two factors, when combined, create a structure in our lives which contributes towards finding meaning within our lives. A society with a strong sense of belonging has an affirmed identity in the urban environment, contributing to the sense of place found in the urban fabric by attaching meaning and memory. Thus an environment is created that combats the rapid pace movement of globalization. / Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2011.

Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pregrade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (preprimary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pregrade one education for the five to six years old children in light of their human right to education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pregrade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (preprimary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pregrade one education for the five to six years old children in light of their human right to education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

The objective of the study was an evaluation of the Tembaletu Resource Center within the Tembaletu Community Education Center. The Resource Center was evaluated in terms of its objectives. Each objective formed the basis for the subsequent research questions. The evaluation was from the perspectives of the three major user groups namely the teachers, the registered students and outside users. A survey was conducted whereby information was obtained from each group by means of a semi-structured questionnaire. Major findings in terms of the objectives were: many teachers, students and the general users use the Resource Center to read books and study, teachers read literacy books, many users have never bought literacy books for sale as many were unaware of this service, resource-based work has been given to students by teachers and this was seen to be a worthwhile exercise, more than half of the users had not borrowed educational videos, users had found information that helped them solve their personal problems although many users had never used the computer to access information. Lack of awareness of many of the services by users was indicated and was regarded as the stumbling block to the full use of the Resource Center. Recommendations based on the findings of the evaluation were made and this was followed by suggestions for further research. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1998.

MPH / Department of Public Health / Background: Globally, more than one billion people, or approximately 15% of the world’s population are living with some form of disability and 80% of them are found in developing countries. There are different types of disability; these include sensory, neurological, physical, intellectual, cognitive and psychiatric disabilities. Persons with disabilities may require specialized care, resources and commitment which place a very high demand of time and responsibilities on the one caring for them. Therefore, Community-Based Rehabilitation (CBR) was promoted by the World Health Organisation (WHO) as a strategy to respond to the needs of persons with disabilities, through the provision of basic services at community level, particularly in developing countries with limited resources. Methodology: The purpose of this study was to explore and describe the challenges faced by Community-Based Rehabilitation caregivers for persons with disabilities in Vhembe District, South Africa. A qualitative phenomenological design was used to explore and develop an in-depth understanding of the CBR caregiver’s challenges. The study was conducted in three Community-Based Rehabilitation centres located within Vhembe District with a sample size of six caregivers who were purposively selected. An interview guide was developed as an instrument for data collection. Data was collected through in-depth individual interviews and analyzed using thematic analysis. Results: Six main themes emerged from the data which shed light on the CBR caregiver’s challenges, namely; Poor relationships between caregivers, government v department and families, unavailability of material and human resources, poor funding system, caregivers’ well-being, education and training and the coping strategies of CBR caregivers Conclusion: This study pointed out that there is a need for intervention from different stakeholders such as government departments, family members of persons with disability, and the community members as well for CBR caregiver’s challenges to be resolved or minimized.