Text in Afrikaans / Die doel van hierdie ondersoek is om die verskil in effek tussen direktiewe en nie-direktiewe insette van die fasiliteerder, tydens sensitiwiteitopleiding, te bepaal deur sommige kliente voor te berei op die ervaring deur middel van 'n uitdeelstuk en ander kliente nie voor te berei nie. Die sensitiwiteitgroepe word deurgaans op ongestruktureerde wyse hanteer en met behulp van 'n kwantitatiewe meting en verwerking met t-toetse asook 'n kwalitatiewe meting word hipoteses getoets. Die instrumente wat gebruik word is die POI, Rotter, Firo-B en 'n oopvraag-tegniek. Die resultate dui daarop dat persone wat voorberei word op die ervaring 'n groter interne lokus van kontrole openbaar. / The aim of this study is to determine the difference in effect between directive and non-directive inputs by the facilitator during sensitivity training, by preparing some clients for the experience with the aid of a handout while other clients go through the same experience unprepared. The sensitivity groups are run on an unstructured basis and effects are measured with a quantatitive measurement and calculated with t-tests as well as qualitative. measurement, thereby testing the hypotheses. The instruments that are used are the POI, Rotter, Firo-B and an open question technique. The results seem to indicate that people who are prepared for the experience show a higher internal locus of control. / Industrial and Organisational Psychology / M.A. (Bedryfsielkunde)

The South African education system has experienced a paradigm shift from content-based education towards an outcomes-based education. The focus of outcomes-based education is a learner-centred approach. The criteria that learners should adhere to at the end of their school career are that they should be productive, successful lifelong learners. To achieve these criteria, learners should be able to maximise their own potential. The world of work requires learners to easily adapt and function effectively in groups and to have the ability to achieve the set criteria. This means that the world of work demands productive, critical, independent learners who are able to express themselves and communicate effectively within social situations. The question that arises is whether learners within the South African context have the ability to create opportunities to claim ownership and take responsibility for their own learning. The focus of this research is therefore on the role of maximising human potential as determined by the need of South African learners to be empowered and well prepared for the demands of the world of work. The literature pertaining to the nature, phenomenon and process of maximising of human potential is briefly examined and the fundamentals are identified. Maximising of human potential is contextualised as a component of the educational phenomenon. An observation study of two classgroups consisting of grade 8 and grade 10 learners respectively from the same school was undertaken in order to identify and determine whether learners within a realistic, diverse school setting are capable of maximising their own potential. Profiles were compiled to underline the socio-economic background of each learner and to serve as a mechanism to indicate and underline diversity in the classroom. Interviews with teachers and learners served as cross-validation of these results. The results revealed that learners from the school were demotivated with regard to maximising their potential. As a qualitative study, the final results indicated trends that may be generalised to similar classrooms. The phenomenon of maximising of human potential is based on the principle of outcomes-based education and should be the focus of learning in every classroom. Guidelines and models for a facilitator training programme in maximising human potential are suggested. The findings of the study indicate that by virtue of the fact that the teaching and learning process is to be approached from a new angle, teachers first need to have a changed perspective or execute a philosophical leap before they are able to maximise the potential of learners in the classroom. Recommendations for the future include, amongst others, that the teacher should be seen as a facilitator of opportunities for learner contributions; that because of the new and exciting demands made on the teacher by this approach, knowledge and expertise regarding maximising of human potential as didactic practice should be made available; that a longitudinal observation study of teachers who received such training, and their pupils, is undertaken as a follow-up study in order to evaluate the results of the training; and that further research is undertaken locally as well as in other countries where the maximising of human potential in language as learning phenomenon is already being practiced. / Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Recently, South African company law underwent a dramatic overhaul through the introduction of the Companies Act 71 of 2008. Central to company law is the promotion of corporate governance: companies no longer are accountable to their shareholders only but to society at large. Leaders should direct company strategy and operations with a view to achieving the triple bottom-line (economic, social and environmental performance) and, thus, should manage the business in a sustainable manner. An important question in company law today: In whose interest should the company be managed? Corporate governance needs to address the entire span of responsibilities to all stakeholders of the company, such as customers, employees, shareholders, suppliers and the community at large. The Companies Act aims to balance the rights and obligations of shareholders and directors within companies and encourages the efficient and responsible management of companies. The promotion of human rights is central in the application of company law: it is extremely important given the significant role of enterprises within the social and economic life of the nation. The interests of various stakeholder groups in the context of the corporation as a “social institution” should be enhanced and protected. Because corporations are a part of society and the community they are required to be socially responsible and to be more accountable to all stakeholders in the company. Although directors act in the best interests of shareholders, collectively, they must also consider the interests of other stakeholders. Sustainable relationships with all the relevant stakeholders are important. The advancement of social justice is important to corporations in that they should take into account the Constitution, labour and company law legislation in dealing with social justice issues. Employees have become important stakeholders in companies and their needs should be taken into account in a bigger corporate governance and social responsibility framework. Consideration of the role of employees in corporations entails notice that the Constitution grants every person a fundamental right to fair labour practices. Social as well as political change became evident after South Africa's re-entry into the world in the 1990s. Change to socio-economic conditions in a developing country is also evident. These changes have a major influence on South African labour law. Like company law, labour law, to a large extent, is codified. Like company law, no precise definition of labour law exists. From the various definitions, labour law covers both the individual and collective labour law and various role-players are involved. These role-players include trade unions, employers/companies, employees, and the state. The various relationships between these parties, ultimately, are what guides a certain outcome if there is a power play between them. In 1995 the South African labour market was transformed by the introduction of the Labour Relations Act 66 of 1995. The LRA remains the primary piece of labour legislation that governs labour law in South Africa. The notion of industrial democracy and the transformation of the workplace are central issues in South African labour law. The constitutional change that have taken place in South Africa, by which the protection of human rights and the democratisation of the workplace are advanced contributed to these developments. Before the enactment of the LRA, employee participation and voice were much-debated topics, locally and internationally. In considering employee participation, it is essential to take due cognisance of both the labour and company law principles that are pertinent: the need for workers to have a voice in the workplace and for employers to manage their corporations. Employee participation and voice should be evident at different levels: from informationsharing to consultation to joint decision-making. Corporations should enhance systems and processes that facilitate employee participation and voice in decisions that affect employees. The primary research question under investigation is: What role should (and could) employees play in corporate decision-making in South Africa? The main inquiry of the thesis, therefore, is to explore the issue of granting a voice to employees in companies, in particular, the role of employees in the decision-making processes of companies. The thesis explores various options, including supervisory co-determination as well as social co-determination, in order to find solutions that will facilitate the achievement of employee participation and voice in companies in South Africa. / LLD, North-West University, Potchefstroom Campus, 2015

Recently, South African company law underwent a dramatic overhaul through the introduction of the Companies Act 71 of 2008. Central to company law is the promotion of corporate governance: companies no longer are accountable to their shareholders only but to society at large. Leaders should direct company strategy and operations with a view to achieving the triple bottom-line (economic, social and environmental performance) and, thus, should manage the business in a sustainable manner. An important question in company law today: In whose interest should the company be managed? Corporate governance needs to address the entire span of responsibilities to all stakeholders of the company, such as customers, employees, shareholders, suppliers and the community at large. The Companies Act aims to balance the rights and obligations of shareholders and directors within companies and encourages the efficient and responsible management of companies. The promotion of human rights is central in the application of company law: it is extremely important given the significant role of enterprises within the social and economic life of the nation. The interests of various stakeholder groups in the context of the corporation as a “social institution” should be enhanced and protected. Because corporations are a part of society and the community they are required to be socially responsible and to be more accountable to all stakeholders in the company. Although directors act in the best interests of shareholders, collectively, they must also consider the interests of other stakeholders. Sustainable relationships with all the relevant stakeholders are important. The advancement of social justice is important to corporations in that they should take into account the Constitution, labour and company law legislation in dealing with social justice issues. Employees have become important stakeholders in companies and their needs should be taken into account in a bigger corporate governance and social responsibility framework. Consideration of the role of employees in corporations entails notice that the Constitution grants every person a fundamental right to fair labour practices. Social as well as political change became evident after South Africa's re-entry into the world in the 1990s. Change to socio-economic conditions in a developing country is also evident. These changes have a major influence on South African labour law. Like company law, labour law, to a large extent, is codified. Like company law, no precise definition of labour law exists. From the various definitions, labour law covers both the individual and collective labour law and various role-players are involved. These role-players include trade unions, employers/companies, employees, and the state. The various relationships between these parties, ultimately, are what guides a certain outcome if there is a power play between them. In 1995 the South African labour market was transformed by the introduction of the Labour Relations Act 66 of 1995. The LRA remains the primary piece of labour legislation that governs labour law in South Africa. The notion of industrial democracy and the transformation of the workplace are central issues in South African labour law. The constitutional change that have taken place in South Africa, by which the protection of human rights and the democratisation of the workplace are advanced contributed to these developments. Before the enactment of the LRA, employee participation and voice were much-debated topics, locally and internationally. In considering employee participation, it is essential to take due cognisance of both the labour and company law principles that are pertinent: the need for workers to have a voice in the workplace and for employers to manage their corporations. Employee participation and voice should be evident at different levels: from informationsharing to consultation to joint decision-making. Corporations should enhance systems and processes that facilitate employee participation and voice in decisions that affect employees. The primary research question under investigation is: What role should (and could) employees play in corporate decision-making in South Africa? The main inquiry of the thesis, therefore, is to explore the issue of granting a voice to employees in companies, in particular, the role of employees in the decision-making processes of companies. The thesis explores various options, including supervisory co-determination as well as social co-determination, in order to find solutions that will facilitate the achievement of employee participation and voice in companies in South Africa. / LLD, North-West University, Potchefstroom Campus, 2015

Since the democratic election in 1994 and the publishing of the SA Schools Act on the 16th of November 1996 the South African education system has undergone a fundamental transformation. Pupils are regarded as a specific interest group that stands in a partnership relationship with other interest groups (stakeholders) in the school. The principle of partnership advocated by the South African Schools Act invites pupils to partake in and share responsibility for the governance, organising and funding of public schools. To participate in school management pupils have to be part of participative structures. Two such structures for pupil participation and representation exist in South African schools, namely SRC's and the governing body of the school. The aim of this research is to develop a model for pupil participation in the management of schools and specific attention was given to participative management of pupils on the SRC and governing body of the school. In order to operationalize the above mentioned aim an analysis of the nature of participative management by pupils was done on the basis of theoretical approaches to participative management. Participative management by pupils can only be successful if the following participative management techniques namely pupil participation, pupil empowerment, influence. participative decision-making, delegation, democracy, decentralization, committees and meetings are interwoven with the participative management process. Pupil participation can also be successful if the advantages of such participation is realised by all school interest groups. The structure and functioning of pupil participation in the management activities of the school is reviewed firstly by giving attention to the practices of pupil participation in the education systems of a few international countries. This is done by analizing the structure of each education system, the statutory directives for pupil participation and the structures for pupil participation in these education systems. Secondly the managerial involvement of pupils in the management activities of SRC's and the governing bodies of schools was reviewed, while certain lacunas that resulted from the lack of information were addressed by empirical research. As a result of the preceding criteria a model for pupil participation in school management was developed and certain findings and recommendations were derived from it. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

Since the democratic election in 1994 and the publishing of the SA Schools Act on the 16th of November 1996 the South African education system has undergone a fundamental transformation. Pupils are regarded as a specific interest group that stands in a partnership relationship with other interest groups (stakeholders) in the school. The principle of partnership advocated by the South African Schools Act invites pupils to partake in and share responsibility for the governance, organising and funding of public schools. To participate in school management pupils have to be part of participative structures. Two such structures for pupil participation and representation exist in South African schools, namely SRC's and the governing body of the school. The aim of this research is to develop a model for pupil participation in the management of schools and specific attention was given to participative management of pupils on the SRC and governing body of the school. In order to operationalize the above mentioned aim an analysis of the nature of participative management by pupils was done on the basis of theoretical approaches to participative management. Participative management by pupils can only be successful if the following participative management techniques namely pupil participation, pupil empowerment, influence. participative decision-making, delegation, democracy, decentralization, committees and meetings are interwoven with the participative management process. Pupil participation can also be successful if the advantages of such participation is realised by all school interest groups. The structure and functioning of pupil participation in the management activities of the school is reviewed firstly by giving attention to the practices of pupil participation in the education systems of a few international countries. This is done by analizing the structure of each education system, the statutory directives for pupil participation and the structures for pupil participation in these education systems. Secondly the managerial involvement of pupils in the management activities of SRC's and the governing bodies of schools was reviewed, while certain lacunas that resulted from the lack of information were addressed by empirical research. As a result of the preceding criteria a model for pupil participation in school management was developed and certain findings and recommendations were derived from it. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

AFRIKAANS : Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid ten opsigte van finansies drasties verander deurdat selfbestuur by skole geïmplementeer is. Daar bestaan groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en beheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Skole se begrotings het sedert 1994 van `n paar honderd duisend rand na `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas ekstra belading op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie ekstra finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief te kan uitvoer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om te bepaal watter faktore die beheer en bestuur van skoolfinansies in `n openbare skool beïnvloed en om `n model daar te stel wat die beheer en bestuur van skoolfinansies in `n openbare skool sal rig. ENGLISH : Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self management of schools, the accountability regarding finances has changed dramatically. Schools’ budgets have increased from thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body. Departmental officials, principals and school governing body members have no experience to handle the extra financial burden. Principals and school governing body members have no experience of carrying this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to determine factors that influence the control and management of public schools’ finances and to present a model that will guide the control and management of a public school’s finances. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

Abstract in English, Afrikaans and Zulu / The aim of the study was to develop a critical posthumanist and democratic theory that may be applied in the teaching and learning of Life Sciences in South Africa in order to achieve an expanded form of democracy that would not discriminate between human and nonhuman. Though both critical posthumanist and democratic theories have been used in pedagogical studies separately, this study focused on the development of a merged and broader theory that has elements of both of the theories. The term nonhuman, as used here, does not specifically refer to non-person individuals only. Rather, it also refers to people who are regarded by the dominant humans as nonhumans – inferiors and subalterns. The latter group of people include the poor, women, children, people of colour and the disabled. Owing to this binarisation characteristic of the Life Sciences as a subject – which it adopts from the nature of science, its curriculum, and pedagogical approaches – the impression is given that as the master of the universe, the human has unlimited power over all other entities. These other nonhuman entities are then regarded as resources for the use of humans. Yet, it is this attitude which has caused humans to abuse nonhumans to the extent that the earth is facing the catastrophe of the Anthropocene. The adoption of a critical education approach characterised by the development of a critical posthumanist and democratic theory that may be applied in the teaching and learning of Life Sciences is essential in dealing with the issue of the Anthropocene that is threatening the earth currently. This study thus seeks to adopt a critical education approach through the introduction of democracy into the teaching and learning of Life Sciences, specifically so that humans would get to a position where they would consider nonhumans as entities with which they co-exist, and entities with equal agency within the environment. The recognition of the need for democracy would allow the humans to treat the nonhumans (such as the environment and ‘subalterns’) with respect, as their compatriots; and by doing that, the harrowing issues leading to the catastrophe of the Anthropocene could be either avoided or averted. / Die doel van die studie was om ’n kritiese posthumanistiese en demokratiese teorie te ontwikkel wat op die onderrig en leer van Lewenswetenskappe in Suid-Afrika toegepas kan word om ’n uitgebreide vorm van demokrasie daar te stel wat nie tussen menslik en niemenslik sal diskrimineer nie. Hoewel kritiese posthumanistiese sowel as demokratiese teorieë apart in pedagogiese studies gebruik word, het hierdie studie op die ontwikkeling van ’n saamgesmelte en breër teorie wat elemente van beide teorieë bevat, gefokus. Die term niemenslik soos wat dit hier gebruik word, verwys nie spesifiek net na niepersoon-individue nie. Dit verwys eerder ook na mense wat deur die dominante mense as niemense – minderes en ondergeskiktes – beskou word. Die laasgenoemde groep mense sluit die armes, vroue, kinders, mense van kleur en gestremde mense in. Vanweë hierdie binêre eienskap van die Lewenswetenskappe as ’n vak – wat dit as gevolg van die aard van wetenskap, sy kurrikulum en pedagogiese benaderings aanvaar het – word die indruk geskep dat die mens as heerser van die heelal onbeperkte mag oor al die ander entiteite het. Hierdie ander niemenslike entiteite word dan as hulpbronne vir gebruik deur mense gesien. Dit is egter hierdie houding wat veroorsaak het dat mense niemense misbruik, in so ’n mate dat die aarde die katastrofe van die Antroposeen in die gesig staar. Die aanneem van ’n kritiese onderrigbenadering wat gekenmerk word deur die ontwikkeling van ’n kritiese posthumanistiese en demokratiese teorie wat by die onderrig en leer van Lewenswetenskappe gebruik kan word, is noodsaaklik om die kwessie van die Antroposeen wat die aarde tans bedreig, te hanteer. Hierdie studie wil dus ’n kritiese onderrigbenadering volg deur middel van die bekendstelling van demokrasie by die onderrig en leer van Lewenswetenskappe, in die besonder sodat mense in ’n posisie sal wees waar hulle niemense as entiteite saam met wie hulle ’n bestaan moet voer, en entiteite met gelyke verteenwoordiging in die omgewing, sal beskou. Om die behoefte aan demokrasie te erken, sal die mense toelaat om die niemense (soos die omgewing en “ondergeskiktes”) as hulle landgenote met respek te behandel; en deur dit te doen, kan die pynlike kwessies wat tot die katastrofe van die Antroposeen sal lei, moontlik vermy of afgeweer word. / Inhloso yalolu cwaningo kwakungukusungula umbono obucayi owenziwa ngemuva kokuphila komuntu nentando yeningi engasetshenziswa ekufundisweni nasekufundeni kwesayensi yezempilo eNingizimu Afrika ukuze kuzuzwe uhlobo olwandisiwe lwentando yeningi olungeke lubandlulule phakathi kwabantu kanye nokungebona abantu. Yize zombili izinkolelo ezibucayi ezenziwa ngemuva kokuphila komuntu nezentando yeningi zisetshenzisiwe ezifundweni zokufundisa ngokwehlukana, lolu cwaningo lugxile ekuthuthukiseni kombono ohlanganisiwe futhi obanzi onezici zombili zale mibono. Igama elithi okungebona abantu njengoba lisetshenziswa lapha, alibhekiseli ngqo kubantu abangebona abantu kuphela. Esikhundleni salokho, libhekise nakubantu ababhekwa ngabantu abaphezulu njengabantu abangebona abantu – abaphansi nabasezingeni eliphansi. Iqembu lokugcina labantu lifaka phakathi abampofu, abesifazane, izingane, abantu bebala nabakhubazekile. Ngenxa yalesi sici sokuhlukaniswa kwesayensi yezempilo njengesifundo – emukela emvelweni yesayensi, ikharikhulamu yayo, kanye nezindlela zokufundisa - kunikezwa umbono wokuthi njengomphathi wendawo yonke, umuntu unamandla angenamkhawulo kuzo zonke ezinye izinhlangano. Lezi ezinye izinto ezingezona abantu zithathwa njengezinsiza ukusetshenziswa abantu. Kodwa-ke, yilesi simo sengqondo esidale ukuthi abantu bahlukumeze abantu abangebona abantu kuze kufike lapho umhlaba ubhekene nenhlekelele yokwakhiwa nokuthuthukiswa komhlaba. Ukwamukelwa kwendlela ebucayi yezemfundo ebonakala ngokuthuthukiswa kombono obucayi owenziwa ngemuva kokuphila komuntu kanye nentando yeningi engasetshenziswa ekufundisweni nasekufundeni kwesayenzi yezempilo kubalulekile ekubhekaneni nodaba lokwakhiwa nokuthuthukiswa komhlaba olusongela umhlaba njengamanje. Lolu cwaningo-ke lufuna ukwamukela indlela yezemfundo ebucayi ngokwethulwa kwentando yeningi ekufundisweni nasekufundeni kwesayensi yezempilo, ikakhulukazi ukuze abantu bafike esikhundeni lapho bezobheka khona abantu abangebona abantu njengezinhlangano abaphila nazo, nezinhlangano ezinokumela ngokulinganayo ngaphakathi kwemvelo. Ukwamukelwa kwesidingo sentando yeningi kuzovumela abantu ukuthi baphathe abantu abangebona abantu (njengemvelo kanye nabasezingeni eliphansi) ngenhlonipho, njengabantu bakubo; futhi ngokwenza lokho, izingqinamba ezihlasimulisayo eziholela enhlekeleleni yokwakhiwa nokuthuthukiswa komhlaba zingagwenywa noma zivinjelwe. / Educational Foundations / Ph. D. (Philosophy of Education)

Text in Afrikaans with abstracts in Afrikaans, English and isiZulu / In sy haas om in die globale ekonomie geïntegreer te word, na baie jare van polities-ekonomiese isolasie – en dus volle lidmaatskap van die internasionale gemeenskap te verkry – het die na-apartheid staat die ekonomiese raamwerk van die vryemarkstelsel aanvaar, gebaseer op die beginsels van neo-liberale kapitalisme as sy normatiewe basis om die “nalatenskap van apartheid” aan te spreek. Die aanvaarding van die ekonomiese model van neo-liberale kapitalisme is egter problematies in soverre dit betekenisvol misluk het om na-apartheid Suid-Afrika se mees fundamentele moreel-polities-ekonomiese uitdaging, naamlik armoede, aan te spreek en te oorkom. Hierdie tesis bied ʼn alternatiewe ekonomiese model aan, naamlik uitgebreide korporatisme. Terwyl die neo-liberale ekonomiese model individuele belange beklemtoon (gebaseer op die filosofiese beginsel van outonomie in die ekonomiese sfeer), beklemtoon die korporatistiese model, daarenteen, kollektiewe belange (gebaseer op die filosofiese beginsel van kollektiewe eienaarskap en verantwoordelikheid). Die voorspraak vir uitgebreide korporatisme poog om die volgende aansprake te bewys: 1. Die vryemarkstelsel moet behoue bly, maar een of ander vorm van strategiese ingryping is nodig sodat bepaalde sosio-politieke en ekonomiese doelwitte bereik kan word. 2. Die huidige vorm van korporatisme in Suid-Afrika is “drieledigisme” (ʼn swak vorm van korporatisme). ʼn Uitgebreide korporatistiese politieke ekonomie kan teweeg gebring word deur die instelling van korporasies, die instelling van ʼn ekonomiese wetgewende gesagsliggaam, arbeidshowe en gesentraliseerde salarisonderhandelinge. 3. Uitgebreide korporatisme kan Suid-Afrika se sosio-ekonomiese probleme aanspreek. Transformasie kan bevorder word deur ʼn paradigmaverskuiwing weg van die liberale kapitalisme, ʼn magsverskuiwing weg van die wit kapitalistiese enklave en ʼn verspreidingsverskuiwing ten gunste van die swart verarmde laerklasse. 4. Alle ekonomiese sektore en private industrieë en bedrywe moet onder die beheer van korporasies gebring word. Die staat en arbeid moet vennote by private industrieë en bedrywe word. Op dieselfde wyse moet kapitaal ʼn vennoot by staatsondernemings word. In konklusie, die aanvaarding van uitgebreide korporatisme in Suid-Afrika sal verseker dat die staat, kapitaal en arbeid saamwerk en dat ekonomiese geregtigheid en harmonie sal seëvier. / In its haste to be integrated into the global economy, following many years of political-economic isolation – and thus assume full membership in the international community – the post-apartheid state adopted the economic framework of the free market system, based on the principles of neoliberal capitalism as its normative foundation for addressing the “legacy of apartheid”. The adoption of the economic model of neoliberal capitalism has, however, proved to be problematic insofar as it has failed significantly to address and thus overcome post-apartheid South Africa‟s most fundamental moral-political-economic challenge, namely poverty. This thesis offers an alternative economic model, namely extended corporatism. While the neoliberal economic model emphasises individual interest (based on the philosophical principle of autonomy in the economic sphere), the corporatist model, in contrast, emphasises collective interest (based on the philosophical principle of collective ownership and responsibility). The advocacy of extended corporativism is based on the following key claims: 1. The free market system must be retained, but some form of strategic intervention is necessary so that certain socio-political and economic results can be achieved. 2. The current form of corporatism in South Africa is in fact tripartism (a weak form of corporatism). An extended corporatist political economy can by brought about by the implementation of corporations, the establishment of an economic legislative body, labour courts and centralised wage bargaining. 3. Extended corporatism can address South Africa‟s socio-economic problems. Transformation can be promoted by a paradigm shift away from liberal capitalism, a power shift away from the white capitalist enclave and a distribution shift in favour of the black impoverished lower classes. 4. All economic sectors as well as private industries and businesses must be brought under the control of corporations. The state and labour must become partners in private industries and businesses. In the same way capital must become a partner in state enterprises. In conclusion, the adoption of extended corporatism in South Africa will ensure that state, capital and labour work together and that economic justice and harmony will prevail. / Ekuxhamezeleni kombuso owasungulwa emva kokuphela kobandlululo kuleli, ngenjongo yokuthi udidiyelwe emnothweni womhlaba, kulandela iminyaka eminingi ukhishwe inyumbazana kwezepolitiki nakwezomnotho – futhi ukuze uthathe indawo yawo njengelungu eligcwele lomphakathi wamazwe ngamazwe – waqoka ukwamukela nokusebenzisa uhlaka lwezomnotho lohlelo-kuhwebelana olukhululekile, olwakhelwe phezu kwemigomo yenqubo-mnotho ekhululekile yogombelakwesakhe, njengesisekelo-nkambiso sayo sokubhekana “nokhondolo lobandlululo”. Kodwa-ke, ukwamukelwa nokusetshenziswa kwemodeli yezomnotho yenqubo-mnotho ekhululekile yogombelakwesakhe, sekubonise ukuba yinkinga impela njengoba sekuhluleke kwancama ukunqoba inselele enkulukazi eNingizimu Afrika selokhu kwaphela ubandlululo, yokuqinisekisa ukubhekelelwa komuntu wonke, ephathelene nezepolitiki kanye nezomnotho, okuyinselele yobubha. Lo mbhalo wetisisi uhlinzeka ngemodeli yezomnotho ehlukile engasetshenziswa, futhi leyo modeli wubukopeletsheni obeluliwe (extended corporatism). Njengoba inqubo-mnotho ekhululekile yogombelakwesakhe igcizelela izidingo nezimfuno zomuntu ngamunye, (ezisekelwe phezu komgomo wefilosofi yokuzimela kwezomnotho), imodeli yobukopeletsheni ngakolunye uhlangothi yona igcizelela izidingo nezimfuno zabantu ngokuhlanganyela (ezisekelwe phezu komgomo wefilosofi yobunikazi obuhlanganyelwe kanye nesibopho esihlanganyelwe). Ukwesekwa kanye nokukhuthazwa kobukopeletsheni obeluliwe kusekelwe phezu kwalezi zitatimende ezisemqoka: 1. Uhlelo-kuhwebelana olukhululekile kumele lugcinwe, kodwa-ke kuyadingeka ukungenelela okuthile okukhethekile ukuze kuzuzwe imiphumela ethile yezenhlalo-politiki kanye nezomnotho. 2. Uhlobo lobukopeletsheni olukhona njengamanje kuleli, eqinisweni, luwubukopeletsheni obungunxantathu (obubandakanya isivumelwano phakathi kwabaqashi, izinyunyana zabasebenzi kanye nohulumeni), i-tripartism (okuwuhlobo lobukopeletsheni oluntekenteke kakhulu). Umnotho wezepolitiki oncike kubukopeletsheni obeluliwe ungalethwa ngokuqaliswa kokopeletsheni, nangokusungulwa kwenhlangano eshaya imithetho ephathelene nezomnotho, nezinkantolo zabasebenzi kanye nokuxoxisana ngamaholo okwenziwa esigcawini esisodwa esibandakanya zonke izinhlaka ezithintekayo. 3. Ubukopeletsheni obeluliwe bungazixazulula izinkinga zenhlalo-mnotho ezibhekene neNingizimu Afrika. Uguquko lungagqugquzeleka ngokuthi kuphunywe kwinqubo ekhululekile yomnotho wogombelakwesakhe, futhi kuphunywe ngaphansi kwenqubo yomnotho wogombelakwesakhe abamhlophe, kuguqukelwe emnothweni obhekelela abantu abamnyama abasemazingeni aphansi ababhuqabhuqwa wububha nenhlupheko. 4. Yonke imikhakha yomnotho kanjalo nezimboni namabhizinisi azimele kumele kufakwe ngaphansi kolawulo lokopeletsheni. Umbuso kanye nabasebenzi kumele babambisane nezimboni namabhizinisi. Ngendlela efanayo, ogombelakwesakhe nabo kumele babambisane namabhizinisi ombuso. Uma sengiphetha, ukwamukelwa nokusetshenziswa kobukopeletsheni obeluliwe eNingizimu Afrika kuyoqinisekisa ukuthi umbuso, ogombelakwesakhe kanye nabasebenzi basebenza ngokubambisana futhi kanjalo lokho kuyoletha ubulungiswa bezomnotho kanye nokuzwana. / Philosophy, Practical and Systematic Theology / D. Litt. et Phil. (Philosophy)

Reformed Christians utilise article 36 of the Belgic Confession (BC) to state the Godly calling of civil authorities. This confession may however be in conflict with the South African constitution. According to article 36 authorities have, in accordance with the keeping of order, a duty concerning the removal of false religion. The constitution guarantees everyone in South Africa freedom of religion. This study thus investigates the following stated problem: To what does God call South-African authorities within the constitutional democracy in the light of art. 36 and how can they fulfil this calling? The investigation has been undertaken in line with the argument that the principals of art. 36 are not only Biblical but should also still be used as a starting point to identify the calling of South African authorities concerning the keeping of order as well as the protection of the ministry of the Holy Word and the Christian life according to this Word. The following three investigations were then launched: * A dogmahistorical and theological-ethical investigation Chapter 2 focuses on the context in which the BC originated. It was drafted to convince Roman Catholic minded authorities to stop persecuting Reformed Christians as they - in contrast with some revolutionary Anabaptists - wanted to obey the government. Reformed Christians wanted to live according to the Word (which requires obedience to the authorities). If the authorities protected the ministry of the Word, peace and order would be promoted. Chapter 3 explains art. 36. This explanation is complicated by the fact that the article has been changed over time. In certain instances it has been interpreted to mean that God, in light of the close bond between church and state at that time, calls civil authorities to persecute heretics even with force. The article however actually calls authorities to protect the ministry of the Word and so doing support the removal of heresy. The article takes a narrow view of the true form of the true religion. * A constitutional investigation Chapter 4 describes the South African constitutional democracy as well as its origin and indicates what (sometimes unrecognised) role the Reformed tradition played in forging constitutional democracy. Subsequently the fundamental values and forthcoming stipulations concerning the freedom of conscience and religion are highlighted. Although authorities do not - in a juridical sense - contend with what would be the true form of the true religion, this study has found the constitutional values and forthcoming stipulations broadly agree with Biblical principles. Yet South African authorities interpret these values and stipulations in accordance with secularist / humanistic beliefs. * A contextual investigation This final chapter investigates how well the current constitutional framework enables (chapter 4) South African authorities to fulfil the calling (chapter 2 and 3).The final conclusion is that this framework does indeed enable these authorities to fulfil the calling by recognising, protecting and expanding the fundamental values, freedoms and rights which have been constitutionally entrenched in order that every one has the space and opportunity to utilise these rights and freedoms to live according to the gospel of Jesus Christ in all spheres of life This task undoubtedly includes that the authorities should protect the ministry of the Word by pertinently ensuring that churches have the opportunity to minister the Word to everyone. It has been found that authorities should preferably take up the attitude of the active plural option towards religion as this option is most suitable for fulfilling their calling. / Thesis (Ph.D. (Church and Dogma History))--North-West University, Potchefstroom Campus, 2011.