Since the inception of the National Skills Development Framework for Employees in Public Education in 2006, every organisation has its own WSP to offer skills development training to employees. This study aims to analyse the implementation challenges of the capacity building programme/s at head office of the Gauteng Department of Education. These programmes, including internships, workplace skills plan and short courses were explored from the circumstantial status at the national level (general) and will focus on the Gauteng Department of Education (specific context). In this context, the study sets out to explore the following specific problem exploring that there are challenges in the effective implementation of capacity-building programmes for job-related skills development of employees at Gauteng Department of Education at managerial levels. In the search for answers to the research problem, a hypothesis was formulated, and various primary and secondary sources were utilised. The findings from the literature review and empirical research undertaken in this study indicate that there are significant challenges to overcome in the effective implementation of capacity-building programmes. The study offers relevant recommendations to improve the challenges. / MA (Public Management and Administration), North-West University, Vaal Triangle Campus, 2014

According to s 23, 24 & 25 of the MPRDA, mining companies must submit a Social and Labour Plan (SLP) when applying for mining rights, and the local economic development (LED) of the SLP must be aligned with the local and district municipality Integrated Development Plan (IDP). The alignment between the SLP and IDP local economic development initiatives provides a platform for investment opportunity, economic growth, poverty reduction and infrastructure development (ICMM, 2006). The main objective of this research was to determine the extent to which the mining SLPs are aligned with municipal IDPs. The research was conducted using a qualitative method for three case studies, a literature review, a documents review (of the SLPs and IDPs), questionnaires and interviews. The mining industry charter gives mining companies targets for the development of local communities through their SLPs. The King reports on corporate governance also give the industry ways to report on corporate social responsibility and sustainability. The local government Municipal Systems Act governs the development of local communities through the development of IDPs as per s 29.There are also debates on the increase of local beneficiation by mining companies, thereby creating jobs and accessing incentives in the form of royalty payments and tax relief. In addition there is a growing demand for a portion of such royalties and taxes to be paid directly into the municipalities to improve the LED and infrastructure challenges. The main challenge with alignment is how mining companies deal with related community grievances and risks, capacity constraints at local government and the DMR, poor stakeholder engagement and the backlog of service delivery. Overall, in the three case studies the KPIs were generally aligned (criteria B) with the municipal IDPs, which indicates that there is a general compliance with the DMR regulations and guidelines. The SLPs, socio-economic background and key economic activities were aligned (criteria A) with the IDPs, while projects and programmes were also generally aligned (criteria B). The negative social impacts were just aligned (criteria C) with the IDPs while no KPI was found to be not aligned (criteria D) with IDP. Some of the initiatives to improve the positive social impacts were the continuous Social Impact Assessment (SIA) throughout the life of mine. Most importantly the research identified that there is a need to improve capacity in local government for dealing with local economic development as this will also aid/improve the alignment of IDPs and SLPs. / M Environmental Management, North-West University, Potchefstroom Campus, 2014

The dawn of democracy and adoption of the new constitution heralded in a new political dispensation for South Africa. These development set local government in a new path as various pieces of legislations and policies were passed to transform local government from fragmented and racially – based municipalities into democratic and non – racial entities. Transformation did not end on amalgamation of racial municipal entities and change to racial composition of the administration staff but has to transcend beyond to ensure accountability, transparency, responsive and participation of communities in the affairs of local government to promote good governance. The Sedibeng District Municipality (SDM) established various structures, systems and processes intend on promoting transformation. However, its process of transformation is limited only to the structure and composition of the administration. Little was done to transform the reigning culture which has its roots in the apartheid past, despite the existence of policies including the White Paper on the Transforming Public Service Delivery (Batho Pele). Accordingly, the existence of new structures, systems and processes failed to curb corruption in the ranks of Sedibeng District Municipality. Currently, a number of staff members are facing various charges of fraud and corruption. The Auditor – General have found that millions of rands have spent without proper procedure being followed. The state of affairs give indications that existing structures, systems and processes are not solid enough to curb corruption. Furthermore, the situation is accentuated by the municipality’s failure to involve communities in the affairs of the local government. Communities are only used to rubber – stamp processes and programmes that are imposed by the municipality. This renders communities and community organisations useless and ineffective in holding the councillors accountable. Against the background of the problem statement, the hypotheses of the study were formulated as follows: * There is a non – compliance of municipal regulations required for transformation and good governance at Sedibeng District Municipality. * The leadership of the municipality does not possess adequate knowledge and the political will to monitor and ensure consistent adherence to regulations as required by law to promote transformation and good governance. The study utilized both qualitative and quantitative research methods. The study involved a number of techniques to gather information which includes literature study and empirical research. The findings of the study prove that there is a high level non – compliance of municipal regulations required to promote good governance at Sedibeng District Municipality. The responses of senior management also prove that there is a clear lack of leadership in the Sedibeng District Municipality. The study offers significant recommendations to improve the situation. The intend of the study was to explore and open avenue for further research in the field of change management (transformation of behaviour and culture), impact of cadre deployment in municipal performance and idea of public participation and involvement in the affairs of local government. / M Development and Management (Public Management and Governance), North-West University, Vaal Triangle Campus, 2014

Made available in DSpace on 2017-07-21T20:31:59Z (GMT). No. of bitstreams: 1 Mariana Ferreira.pdf: 1101451 bytes, checksum: 311578c4efd5146b9f09dd0ba7c8ff3a (MD5) Previous issue date: 2012-06-28 / This study aims at analyzing the design process of the School Development Plan - SDP (Plano de Desenvolvimento da Escola - PDE Escola), as well as the enactment of such policy in State schools of Guarapuava - PR. The research was based on the policy cycle approach (BOWE et al., 1992; BALL, 1994), on the theory of policy enactment (BALL; MAGUIRE; BRAUN, 2012), and on authors whose ideas underlie the role of the State in the definition of policies (FREITAS et al., 2009; MENDES, 2006), education as a principle of social quality (CAMINI, 2001; BELLONI, 2003), and the role of school education (GIMENO SACRISTÁN, 2007; YOUNG, 2007). The study comprised: a) study on the historical, political, economical and ideological backgrounds of educational policies from the 1990s on (context of influence); b) analysis of official documents which address the organization of educational policies – SDP School, theses and dissertations on the Education Development Plan and the School Development Plan (context of text production); c) analysis of the context of practice through field research carried out in three schools in Guarapuava, involving the analysis of the Implementation Plan of each school and interviews with principals, educators and teachers. Main conclusions were as follow: a) The Federal Education Development Plan - EDP is an attempt to supply articulated actions between the Federal government, States and towns, aimed at improving the quality of public education in Brazil. However, the way it was organized it generated several manifestations among education researchers, both in favor and against it; b) The SDP School is one of the programs which compose the Federal EDP, presented as a management tool, which originated in Fernando Henrique Cardoso’s government as one of the ‘Fundescola’ developments; c) by implementing the SDP School, in Paraná State, some changes were made, aiming at making it suitable to State educational policies; d) in the context of practice, the education professionals created different strategies to implement the policy (translation and interpretation processes). Finally, it was concluded that the SDP School offers relevant contributions regarding planning according to the school reality. However it was also noticed that in the actions proposed by the schools, there is a strong influence of management perspective at different levels of proximity with a conception of democratic education. / A presente pesquisa teve por objetivo analisar o processo de formulação do Plano do Desenvolvimento da Escola - PDE Escola, bem como essa política foi colocada em ação, na rede estadual do município de Guarapuava - Pr. A pesquisa fundamentou-se na abordagem do ciclo de políticas (BOWE et al., 1992; BALL, 1994), na theory of policy enactment - teoria da política em ação (BALL; MAGUIRE; BRAUN, 2012) e nas ideias de autores que fundamentam o papel do Estado na definição das políticas (FREITAS et al., 2009; MENDES, 2006), a educação como princípio de qualidade social (CAMINI, 2001; BELLONI, 2003), o papel da educação escolar (GIMENO SACRISTÁN, 2007; YOUNG, 2007). A pesquisa envolveu: a) estudo sobre os antecedentes históricos, políticos, econômicos e ideológicos das políticas educacionais a partir da década de 1990 (contexto de influência); b) análise de textos oficiais que tratam da organização das políticas educacionais – PDE Escola; teses e dissertações sobre o Plano de Desenvolvimento da Educação e o Plano de Desenvolvimento da Escola (contexto da produção de texto); c) análise do contexto da prática por meio de pesquisa de campo realizada em três escolas do município de Guarapuava, envolvendo a análise do Plano de Ação de cada escola e entrevistas com diretores, pedagogos e professores. As principais conclusões foram: a) O PDE Federal é uma tentativa de prover ações articuladas entre o governo federal, os estados e municípios, com a finalidade de melhorar a qualidade da educação pública no país, porém da forma como foi organizado gerou várias manifestações tanto favoráveis como desfavoráveis, entre os pesquisadores em educação; b) O programa PDE Escola é um dos programas que compõem o PDE Federal, apresentado como uma ferramenta gerencial, que teve suas raízes no governo de Fernando Henrique Cardoso como uma das ações do Fundescola; c) ao implantar o PDE Escola, no Estado do Paraná, algumas alterações foram feitas, com o objetivo de adequá-lo às políticas educacionais estaduais; d) no contexto da prática, os profissionais da educação criam diferentes estratégias para colocar a política em ação (processos de tradução e interpretação). Finalmente, conclui-se que o PDE Escola oferece contribuições relevantes no que se refere ao planejamento de acordo com realidade da escola. No entanto, percebeu-se, nas ações propostas pelas escolas, uma forte influência da perspectiva gerencial, com diferentes níveis de aproximação de uma concepção de educação democrática.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-17T13:54:45Z No. of bitstreams: 1 Giovana Fernanda Justino Bruschi.pdf: 991588 bytes, checksum: ccfdfb84a8144ef07d1c03fe3b3da57a (MD5) / Made available in DSpace on 2015-06-17T13:54:45Z (GMT). No. of bitstreams: 1 Giovana Fernanda Justino Bruschi.pdf: 991588 bytes, checksum: ccfdfb84a8144ef07d1c03fe3b3da57a (MD5) Previous issue date: 2015-03-04 / Nenhuma / Uma gestão consistente que proporcione qualidade e sustentabilidade nas Instituições de Ensino Superior (IES) é o que vem provocando debates no segmento educacional. A preocupação com resultados relativos ao SINAES (Sistema Nacional Avaliação da Educação Superior) desenvolvidos pelo Ministério da Educação é um dos pontos importantes deste processo. Uma das obrigações contidas no SINAES é o estabelecimento da CPA (Comissão Própria de Avaliação), a qual tem a finalidade de conduzir as avaliações internas em uma IES. As autoavaliações têm papel fundamental no desenvolvimento e melhorias nas instituições e desta forma, merecem destaque se usadas de forma efetiva como insumos para o planejamento da organização. Desta forma, o presente estudo tem a finalidade de identificar como ocorre a articulação entre os resultados das autoavaliações e os processos de planejamento em IES. Para tanto, foram realizadas entrevistas com gestores e coordenadores responsáveis pela CPA e de Planejamento Estratégico ou PDI – Plano de Desenvolvimento Institucional, todos de instituições de Ensino Superior, sendo privadas e públicas no Estado do Rio Grande do Sul. As declarações dos entrevistados demostraram que todos estão conscientes da importância em existir articulação entre a autoavaliação e os processos de planejamento estratégico, contudo, não há relatos de uma metodologia, em nenhuma instituição, que determine um padrão de aplicação destas atividades sincronizadas, ou seja, a articulação é feita conforme a necessidade, por meio da entrega de relatórios para a reitoria e aos coordenadores. / A consistent management to provide quality and sustainability in higher education institutions is what has caused debate in the educational segment. The concern with results for the SINAES (National Higher Education Assessment System) developed by the Ministry of Education is one of the important points of this process. One of the obligations contained in SINAES is the establishment of the CPA (Committee for assessment), which aims to conduct internal evaluations in an IES. The self-assessments, under the responsibility of the CPA, play a fundamental role in the development and improvements in institutions and thus deserve attention if used effectively as inputs to the planning of the organization. Thus, this study aims to identify how is the relationship between the results of self-assessments and planning processes in IES. Several interviews were conducted with managers and coordinators responsible for CPA and Strategic Planning or PDI - Institutional Development Plan, all higher education institutions, and private and public in the State of Rio Grande do Sul. The statements of the respondents showed that everyone is aware of the importance of coordination exists between self-assessment and strategic planning processes, however, there are no reports of a methodology, in any institution, to determine a pattern of synchronized application of these activities, the joint is made as needed, through the delivery of reports to the rectory and coordinators.

Thesis (M.Dev.) -- University of Limpopo, 2012 / The study has been prompted by the initiative of the Local Government of South Africa in introducing the Integrated Development Plan in local municipalities in 1998 as an interim integrated plan. Local Municipalities in South Africa have to use “integrated development planning” as a method of planning for future developments in their areas. Apartheid planning left South Africa with cities and towns that have racially divided business and residential areas; are badly planned to cater for the poor; have long travelling distances to work and poor access to business and other services; have great differences in levels of service delivery between rich and poor areas; have sprawling informal settlements and spread-out residential areas that make cheap service delivery difficult. Rural areas were left underdeveloped and largely unserviced. The aim of the study was to evaluate the impact of the IDP on service delivery in Emfuleni Local Municipality. The objectives of this study were: to evaluate the effectiveness of the IDP on service delivery and its implementation; to assess the capacity of the municipality to meet the IDP objectives and targets; to investigate the perceptions of the Emfuleni Local Municipality ward and Proportional Representative (PR) Councillors on their mandate and service delivery; and to identify and recommend strategies to enhance the effectiveness of the IDP on service delivery. The study was qualitative in design and collected data using interviews. The study found out that the public participation process, the Integrated Development Plan, service delivery protests and state of service delivery in Emfuleni has clearly shown that the Emfuleni Integrated Development Plan does not have significant impact on service delivery. Based on the findings of the study, the following recommendations are made: that there should an alignment of projects with community needs, establishment of a monitoring and evaluation unit, strengthen the intergovernmental relations system and regular feedback, communication and interaction with communities. These systems and structures will ensure that there is regular and coherent participation and involvement of the community as far as possible.

<p>In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to access and also brings forward the children’s perceptions on these restraints. The answers to these questions were sought in a case study, conducted in Babati District in Northern Tanzania. Data were collected through semi-structured interviews with households, school staff and primary school children and their responses has been compared to the national policy on primary education. The main conclusions of the study are that: Primary education is not free in Tanzania, as there are significant costs involved to send a child to primary school, such as school uniform, school material and various contributions to the running costs of the school. Neither is primary education equally accessible to all, as children from households, which cannot pay these costs, are sent home from school on a regular basis. Lastly, being sent home has a damaging effect on the children’s school performances and self-esteem.</p>

<p>The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up.</p><p>A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day.</p><p>In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them.</p><p>There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.</p>

Thesis (M. Development and Management)--North-West University, Vaal Triangle Campus, 2006.

<p>This research study focuses on the way the Namibian public sector plans and implements capital projects, mainly in the Ohangwena region, and the Ministry of Health and Social Services in general. The research results show that the planning and project process is not clear and that options need to be considered for the improvement thereof. It is observed that often some of the identified and approved capital projects are not implemented and, if implemented, this is typically done in two or three years. Most parts of Ohangwena are comprised of sandy roads, especially the north-eastern area of Ohangwena which represents a large part of the region. Distances between health facilities and the scarcity of transport make it difficult for the community to easily reach the nearest health facility. The primary objective of this study is to perform an assessment of the planning process in the public sector for the implementation of capital projects and its effectiveness with regard to the planning and implementation of identified capital projects. From the outset, the critical issue is not only implementation, but also how the Ministry plans its capital projects for successful implementation. Interestingly, no research has been done before on this topic in Namibia. Against this background, officials (planners) that are directly involved in capital projects design were interviewed at the district, regional and national levels of the Ministry. The research investigation found that, in general, the planning and project processes in the Ministry are good, but a number of weaknesses were observed in the implementation process. The findings of the study showed that capacity in the Ministry, in terms of skills and technical expertise, are among the main causes of delay in the implementation of capital projects, particularly in the region and in the Ministry in general. The research found that lack of technical expertise in the Ministry and the limited capacity of those responsible for capital projects initiation and implementation, especially at the District and Regional level, have a substantial influence on most of all the weaknesses observed in the system. In this regard, specific recommendations were made regarding the prioritization of the necessary posts and building capacity at the operational level</p>