This study examines community economic development (CED) and its educational elements. CED is a process of community residents' learning and developing appropriate responses to their collective and individual socio-economic needs. In this process, learning and development are interactive and evolve into further stages. While a guiding CED organization, resources and collaboration with public and private sectors are necessary elements of CED, the heart of CED is the direct participation, ownership and management of the CED organization and businesses by local residents. The educational significance of CED is that it can motivate people, especially low income people who are often alienated from education, to participate in CED and its education programs. What motivates poor people are: their need to satisfy their basic wants, the encouragement from fellow members of CED groups, and the empowerment that arises from a more egalitarian structuring of ownership and management of economic enterprises. Both the accomplishment of these ends and the learning experienced in the process provide satisfaction. This is likely to encourage further learning. Four CED case studies — the American, Canadian, Tanzanian and Sri Lankan — are compared according to two models of CED stage development. Analysis of these case studies indicates that community exploitation, "crises," visionary ideas and popular education spawn CED movements. To develop organizations and implement businesses, these movements then need to develop a managerial and professional expertise. While none of the four CED situations has been able to integrate effectively this expertise with their CED movements, Sri Lanka has been the most successful in this regard, and Tanzania the least. The problem has been that professionals, such as managers, educators and bureaucrats, have tended to impose their view of CED and their own interests rather than work with and support the people's views and interests. Canadian and American CED organizations, in their desire for social and governmental support, have professionalized at the expense of their movements. Thus, the people most in need of socio-economic interventions are often not the recipients. This study therefore recommends that CED movements be nurtured, while being effectively combined with a professional approach that serves the movement. This can be done through popular education (on CED philosophy and practice) and ongoing dialogue by all sectors of society; and by creating and strengthening member groups concerned with a more egalitarian structuring of their organizations and economic enterprises. This would require education practitioners and theoreticians to play a key role in helping to implement CED. Finally, research would need to be undertaken to evaluate whether CED and its education programs do motivate community residents to participate in their own educational and socio-economic development. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this thesis was to explore the effectiveness of community kitchens as an empowerment tool. This thesis observes the ways in which community kitchens empower their participants, how they are being used to foster community development, and the opportunities and constraints in using community kitchens as an empowerment tool. The research questions are addressed in a variety of ways. First, a comprehensive literature review was undertaken to define the meaning of empowerment and community development as used by this thesis. Secondly, a multiple case study approach involving participant observation, key informant interviews and a survey was conducted to examine these questions. A total of seven community kitchens were involved in the case studies. The research suggests that community kitchens do empower participants but at an individual level. Participants learn skills such as cooperation, cooking and socialisation, and are empowered through self-help and by gaining confidence and self-esteem. At a community level, efforts have been made to empower the community and contribute to community building processes but with limited output. In some community kitchens, community development initiatives (such as volunteering to cook for a larger community) are in place but community kitchens as a whole has a minimal effect in creating community. Community kitchens, however, are effective at empowering individuals which is considered the first step to community empowerment. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

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A dissertation submitted to the Faculty of Commerce, Administration and Law in fulfillment of the requirements for the Degree of Master of Public Administration in the Department Public Administration at the University of Zululand, 2018. / The South Africa government and various interested parties have extensively debated the relevance and place of traditional leadership in our democracy. The core of the debate is the notion of incompatibility of this institution with democracy and human rights. The 1996 Constitution of the Republic of South Africa set the tone for the recognition of traditional leaders in a democratic dispensation. The study assessed the role of traditional leaders and ward councillors in promoting community development in uMlalazi Municipality. The aim was to identify the limitations in community development programmes and how much does traditional leaders observe government regulations in service delivery and the impact that it has created. Questionnaires were administered to a sample of 82 participants, but only 72 questionnaires were returned. The research participants were businesses, churches, ward committee members, ward councilors, traditional leaders, and community members. Both quantitative and qualitative research methods were used to analyse the data. The study revealed the challenges facing communities regarding development. It also became apparent that the South African Constitution does not clearly define the roles and responsibilities traditional leaders should play in society. Possible solutions were identified in a form of recommendations, that in the implementation of the Integrated Development Planning programmes they should consider Batho Pele principles.

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Thesis: M.C.P., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 1977 / Includes bibliographical references. / by Shirley D. Simpson. / M.C.P. / M.C.P. Massachusetts Institute of Technology, Department of Urban Studies and Planning

published_or_final_version / Social Work / Master / Master of Social Work