Includes abstract. / Includes bibliographical references. / The dissertation explores how variations in fund performance can be explained. Certain hypotheses suggested in the literature are set out that have been advanced to account for the differential performance of principal recipients. The dissertation analyzes the performance of the various funding mechanisms by exploring systems and procedures; public or non-governmental status; implementation models; staffing issues; NGO and CSO involvement in project implementation; and the absorption of funds. The dissertation makes an assessment of the significance of each factor in improving or worsening the performance of a disbursement mechanism, and draws some broad preliminary conclusions about how differences in disbursement performance can be explained.

Includes bibliographical references.

This thesis examined the challenges facing the public sector implementation of community and home based early childhood development (ECD) programmes for vulnerable children aged 0-4 years in the Western Cape and Eastern Cape, South Africa. A qualitative case-study approach was used. The unit of analysis was the Department of Social Development (DoSD) as they are the public sector funders of non-profit organizations (NPOs) who deliver these services. The thesis included a literature review, a policy document review, and the collection and analysis of six interviews with officials involved in implementation of the National Integrated Plan for Early Childhood Development 2005–2010 (NIP for ECD). The data was organised using organizational coding and conceptually ordered displays, and analysed using the 5-C protocol of implementation as the overarching conceptual framework. The findings of the study showed that the main challenges facing the DoSD in the implementation of community and home-based ECD are: (1) Human resources that are stretched to capacity at the provincial and district level, primarily social workers who are unable to manage current services; (2) inadequate line item funding to scale up the provision of services in order to fulfill the mandate of the NIP for ECD (2005); (3) a shortage of NPOs to scale up services, current service providers already suffer with their own capacity constraints; (4) a lack of norms and standards for funding community and home-based ECD; (5) the social sector currently prioritizes centre-based ECD (in terms of funding and training) over community and home-based ECD. Another critical shortcoming is a lack of information regarding provision of services and a lack of South African evidence based research to assist implementers in making rationing decisions at the provincial level. Officials at the DoSD however display commitment to, and recognize the need to, support community and home-based ECD. The officials are however limited in doing so due to capacity constraints.

Includes bibliographical references (pages 88-92). / The municipal ombud is a relatively new concept in South Africa and only two municipal ombud offices currently operate within the country. While there is a growing body of literature on the organisational ombud, as well as established works on various classical ombud, the practice of 'ombudsing' within local government currently enjoys no consistent or comprehensive theoretical foundation, particularly in relation to the required structure or processes, institutional support systems, or legal frameworks for the effective or optimal operation of an institution of this nature. The ombud at the local level calls for a hybrid approach to the ombud practice, and further requires particular arrangements to ensure the independence and credibility of the institution. This paper explores some of these critical factors required for the effective operation of an ombud, such as its 'independence' and 'credibility'. Linked to these factors, are aspects relating to the ombud's 'accountability'. Whereas the office has to ensure organisational accountability to the public, it also has to report to the host organisation. The result is a form of dual accountability, which means that the office needs to optimise its credibility and legitimacy both in the public realm, and within the host organisation. This dissertation argues that while such paradoxes are not uncommon to oversight institutions, numerous problems arise as a result of the lack of a clear and coherent approach, and the lack of understanding of the basic requirements for the ombud's effective or optimal functioning.

Includes bibliographical references (leaves 105-118)

Includes bibliographical references (leaves 121-128).

Includes bibliographical references (leaves 94). / Includes abstract. / This is an analytical as well as evaluative study which uses qualitative methods. The focus of the study is the local government sphere and its subjects are district municipalities and metros as administrative entities. The study seeks to understand whether local government has succeeded in meeting the objective of gender parity in senior management positions. The study draws extensively on the literature covering the historical evolution of women’s movements and feminists theories. It reviews empirical evidence on the implementation of gender equality initiatives in South Africa. A data set on employment statistics of local government is utilised. As an analytical device, the data for local government is compared with national and provincial governments.

Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has grown twice as fast as other fields during the last decade. School districts have been encouraged to consider STEM-focused schools to meet this demand and have responded by offering STEM magnet program options. This mixed-methods study used Lewin's Theory of Change and Fullan's ideas on Coherence as the theoretical frameworks to examine how students who participate in a high school STEM magnet program perform academically. Academic performance was measured using grade point average (GPA) and graduation rate. We compared the number of mathematics and science courses students in a STEM magnet program completed to the number of courses completed by students not participating in a STEM magnet program. Additionally, we surveyed teachers and administrators to learn their perceptions of student success factors in STEM magnet programs. There was a positive difference in graduation rates with a low effect size. The differences in the number of math and science courses completed were not practically significant. Moreover, magnet students earned a statistically significant higher GPA than non-magnet students. Furthermore, teachers reported a high degree of teacher efficacy, while administrators rated themselves higher on general leadership ability than on STEM leadership. We recommend clearly defining STEM education, additional professional development for teachers and administrators, streamlining accountability for STEM programs, and continuing to invest in STEM education as a pathway to producing college and career ready students.

Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has grown twice as fast as other fields during the last decade. School districts have been encouraged to consider STEM-focused schools to meet this demand and have responded by offering STEM magnet program options. This mixed-methods study used Lewin's Theory of Change and Fullan's ideas on Coherence as the theoretical frameworks to examine how students who participate in a high school STEM magnet program perform academically. Academic performance was measured using grade point average (GPA) and graduation rate. We compared the number of mathematics and science courses students in a STEM magnet program completed to the number of courses completed by students not participating in a STEM magnet program. Additionally, we surveyed teachers and administrators to learn their perceptions of student success factors in STEM magnet programs. There was a positive difference in graduation rates with a low effect size. The differences in the number of math and science courses completed were not practically significant. Moreover, magnet students earned a statistically significant higher GPA than non-magnet students. Furthermore, teachers reported a high degree of teacher efficacy, while administrators rated themselves higher on general leadership ability than on STEM leadership. We recommend clearly defining STEM education, additional professional development for teachers and administrators, streamlining accountability for STEM programs, and continuing to invest in STEM education as a pathway to producing college and career-ready students.

Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has grown twice as fast as other fields during the last decade. School districts have been encouraged to consider STEM-focused schools to meet this demand and have responded by offering STEM magnet program options. This mixed-methods study used Lewin's Theory of Change and Fullan's ideas on Coherence as the theoretical frameworks to examine how students who participate in a high school STEM magnet program perform academically. Academic performance was measured using grade point average (GPA) and graduation rate. We compared the number of mathematics and science courses students in a STEM magnet program completed to the number of courses completed by students not participating in a STEM magnet program. Additionally, we surveyed teachers and administrators to learn their perceptions of student success factors in STEM magnet programs. There was a positive difference in graduation rates with a low effect size. The differences in the number of math and science courses completed were not practically significant. Moreover, magnet students earned a statistically significant higher GPA than non-magnet students. Furthermore, teachers reported a high degree of teacher efficacy, while administrators rated themselves higher on general leadership ability than on STEM leadership. We recommend clearly defining STEM education, additional professional development for teachers and administrators, streamlining accountability for STEM programs, and continuing to invest in STEM education as a pathway to producing college and career ready students.