Foreign Direct Investment (FDI) has been perceived by most developing countries, emerging economies and countries in transition as a major vehicle for development that would not only boost a host country’s economic development but also enhance its integration into the global economy. The common assumption is that presence of foreign companies in a host country, particularly a developing country, would lead to economic benefits; among them, transfer of technology, and skills and human capacity development. The establishment of special “development zones” and the roll-out of incentives to attract FDI are often predicated on the expectation by host countries that these benefits would be achieved. It is against this background that this study sought to find out the character of FDI in the East London Industrial Development Zone (ELIDZ), located in the Eastern Cape. The study focused on the institutional preconditions and incentives used by the ELIDZ to attract FDI into the zone, and on whether these had any bearing on labour and environmental standards as well as on local skills development. Empirical data for the study were collected using in-depth interview with senior management staff of both the ELIDZ as an organisation, and one of the foreign companies located in the zone (a “tenant” of ELIDZ). In addition, a mini survey was conducted with a random sample of employees of the selected ELIDZ company. Among the key findings of the study was that the ELIDZ had in place a range of incentives and preconditions for the attraction of FDI, and that there were concerted efforts on the part of ELIDZ management to compel companies operating in the zone to adhere to specific iv standards – especially on the environmental front. From the mini survey results, however, the study established that achievements on the labour front were mixed. While most of the responses indicated that ELIDZ was playing a positive role in terms of employment creation, a high number of responses (from surveyed employees in the selected ELIDZ company) pointed out that employment standards were in question. For example, 41% of respondents reported “unhappiness” with their conditions of employment, while 50% deplored the fact that they were not allowed to belong to unions. Furthermore, responses were nearly evenly split (53%/47%) between those who reported that their employment had resulted in the acquisition of new skills and those who reported that it had not. From these and other findings, the study concluded that ELIDZ was facing a “balancing act” by expecting foreign companies to create jobs, transfer technology and contribute to local skills development while at the same time adhering to strict environmental and labour standards. The study thus confirmed a major consensus in the FDI literature, while FDI could bring about important socio-economic achievements in a host country, foreign companies and host governments are not necessarily motivated by the same set of factors. Indeed, at least a small facet of the study’s findings seemed to confirm the well-documented anti-FDI sentiment that the faith placed in FDI by host governments (especially in developing countries) does not always have a sound basis.

This case study was undertaken from mid 2003 to December 2005. It investigates the influence of the Corporate Services Centre (CSC) on customer (patient) service quality in the East London Hospital Complex (ELHC). This approach was justified on the basis that even though most patients do not have enough knowledge of clinical practices in order to make an accurate assessment on their quality, the same patients would readily appreciate factors such as faster turnaround times, drug availability and cleanliness. The study focuses on both service providers and end users for a quality health service delivery by looking at the potential of the shared corporate services centre. This was done by identifying important areas for improvements, such as response times, waiting periods and other aspects of the various services. The ELHC was formed from the merger of Frere and Cecilia Makiwane Hospitals, with a distance of 26km between the two institutions. The complex itself was in its infancy stages, having had to go through a process of re-engineering, rationalisation and standardisation of the two hospitals. The study seeks to answer the following key question: What has been the contribution of the corporate service centres in relation to health care service quality? The study examines the impediments to the realization of full potential of the Corporate Services Centre (CSC) through expedited decision-making and improved turnaround times. The main functions of the CSC were Procurement and Asset Management; General Administration (including but not limited to Transport, Office equipment, Patient Administration, Office Support, and Professional Secretariat Support); Financial Management and Administration; and Human Resource Management and Human Resources Administration. The study recommends that the CSC, to justify its existence, needs to consult with the clinicians and the patients to better understand what their needs and aspirations are. The study also emphasizes that the CSC is there purely to remove the administrative load and ease the processes and the biggest mistake is to make it an authority over the hospital, instead of being a support. Finally, it was realized that a lot of structural changes, business processes and organisational cultural changes are essential if one wants to create an impact through shared corporate services.

Submitted in fulfilment of the requirements for the degree Master of Applied Science in Food and Nutrition, Durban University of Technology, 2015. / Objective: To determine the contribution of packed school lunches to the daily food intake of girls and boys in two Primary Schools in East London. Methods: The study was conducted among 199 girls and boys aged 9-13 years. Three 24-Hour recalls and a Food Frequency Questionnaire were completed during an interview with the participants to gather data on dietary patterns over a period of three consecutive days. Additionally, the contents of one lunch box per participant were recorded and weighed. Anthropometrics and socio-demographics were also completed during the interview. Results: The three 24-Hour Recall nutrient measurements revealed a low energy intake in 91 percent for the girls and 77 percent for the boys who were consuming below the recommended Estimated Energy Requirement for energy. The lunchboxes contributed one-third of the daily nutrient intake of the children. The 24-Hour recall revealed an energy-dense, carbohydrate-based diet. The contribution of total fat (30-32%) to the total energy is higher than the World Health Organization (WHO) recommendation of 15-30 percent. The daily fruit and vegetable intake (215.1g and 216.9g), according to the 24-Hour recall and lunchbox analysis respectively, was insufficient compared to the WHO-recommendation of >400g /day. Although the mean intake of most of the nutrients was sufficient, a large number of the participants did not meet requirements for the age group. The risk of overweight was high (24% for girls and 29.2% for boys) with 1.5 percent falling into the obese category. Conclusion: The results of the study indicated a high-fat and carbohydrate intake and a very low fruit and vegetable intake. The girl participants had better food choices for the lunchboxes but the majority of the participant’s daily intake did not meet the basic requirements of a balanced diet. The risk of overweight in the age category is an increasing problem among low- and high-income countries. Nutritional education should concentrate on healthy food choices in school lunchboxes as a large part of the day is spent at school.

From Integrative Summary: This research paper comprises of three sections that include: an evaluation report, a literature review and the research methodology. The first section assesses the management of resistance to change as encountered during the ELIDZ structural re-alignment initiative. The assessment was done after the change initiative had been implemented to see what could be learnt from the exercise, in order to be better prepared for future change programmes. The implemented change was initiated by the CEO of the ELIDZ but its criticality in terms of purpose, or the need for the change was unclear to many employees at the time of initiation. An examination of the literature on change management highlighted the importance of managing resistance to change as part of a change initiative, so as to ensure a successful transition. The review of the literature on management of resistance to change in section 2 of this paper examines the definition of management of resistance to change and in particular, covers key factors like change readiness, participation in change and change communication. These key concepts underpin effective management of resistance during change. The literature on management of resistance to change with respect to the role of change readiness, participation in change and change communication was used to develop a questionnaire that was used to assess the ELIDZ change initiative. The questionnaire was developed in a Likert Scale format with questions across the spectrum of change readiness, change participation and change communication. Section 3 of this paper describes how the quantitative research was provided to the population sample of employees from the ELIDZ where the questions on change readiness, change participation and change communication was used to assess the effectiveness of management of resistance to change during the ELIDZ change initiative. In addition section 3 provides an explanation of how the results of the research were derived. The results on change readiness suggest that the ELIDZ change initiative did not address change readiness adequately. There is therefore a risk of resistance to change that could manifest. This also indicates that change readiness must be planned more thoroughly in future change endeavours. Most of the population sampled did not feel that they participated in the change initiative, suggesting that the ELIDZ did not address participation in the change initiative adequately. Not enabling employees to actively participate in the change is tantamount to decreasing the potential for acceptance of change and increasing the risk of resistance to change. In order to ensure that future change initiatives are not met with employee resistance to change, the ELIDZ should plan for employee participation throughout the change process. The extent to which change communication was addressed in the ELIDZ change initiative was demonstrated by very poor results. The results from the population sampled suggest that the change was not well communicated to employees. As change communication is known to reduce the potential for resistance to change, it is imperative for the ELIDZ to plan for comprehensive communication strategies to cover the change process for future change action.

This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.

Thesis (MPhil)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: There are many new developments in education taking place specifically in the field of schooling. Some of these developments - school based management, OBE curriculum developments and the devolution of control to the school level have brought with it many significant policy changes. Many educational leaders are struggling to keep abreast with these transformational changes that are confronting them with regard to leadership and management of education, and educational structures within the school. Therefore, visionary leadership is an essential ingredient in understanding the democratic changes and restructuring taking place at present. Many principals at schools are struggling with the changes, while possibly not fully understanding the political, social and economic dynamics of these changes. This assignment seeks to establish the need for visionary leadership in order to meet the challenges and constraints educational leaders face in their attempts to effect transformation in South Africa. I strongly identify with the democratic principles used to overcome the challenges and constraints to redress education in South African schools. Interviews were conducted and data was constructed with principals of six different schools in the East London area. The educational leaders interviewed, ranged from primary to high school principals giving a vast expanse of expertise as leaders within a specific school community. This assignment is based on the assumption that there is scope for educational leaders to bring about greater change and transformation in schools. There are many ways to visualise an effective school landscape based on a combination of personal, organisational and professional strategies. This assignment can be considered a contribution in this regard. KEY WORDS: Educational leaders, transformation and visionary leadership / AFRIKAANSE OPSOMMING: Daar is baie nuwe verwikkelinge wat plaasvind in die onderwys veralop die gebied van skole. Baie van hierdie verwikkelinge, onder andere, skoolgebaseerde bestuur, kurrikulumontwikkeling en die oordrag van gesag op skoolvlak het baie nuwe, aanpasbare opvoedkundige beleide en veranderings verwesenlik. Baie opvoedkundige leiers worstelom aan te pas by hierdie veranderinge. Hierdie veranderinge vereis dat leiers en bestuurders in die onderwysomgewing en strukture binne skoolverband om meer responsief op te tree. Visionêre leierskap is 'n belangrike vereiste om die demokratiese veranderinge en herstrukturering van skole te bevorder. Baie skoolhoofde worstel met hierdie veranderinge, omdat hulle nie heeltemal besef wat van die politieke, sosiale en ekonomiese uitdagings wat verandering bied, verwag word nie. Hierdie taak poog om die noodsaaklikheid vir visionêre leierskap en die vereistes en beperkinge wat onderwysleiers konfronteer in hulle benadering om transformasie in Suid-Afrikaanse skole te bewerkstellig, te ondersoek. Onderhoude was onderneem en data was gekonstrueer met skoolhoofde van ses verskillende skole in die Oos-London-omgewing. Die onderhoude met die onderwysleiers het plaasgevind by primêre- sowel as hoërskole. 'n Omvattende uitbreiding van wysheid en vaardigheid as leiers binne 'n spesifike skool omgewing was geopenbaar. Hierdie taak is gebaseer op die aaname dat daar ruimte is vir onderwysleiers om beter transformasie in skole aan te bring. Daar is baie maniere om visuele, effektiewe skole se terrein, gebaseer op 'n kombinasie van persoonlike, organisitoriese en professionele strategieë, te verwesenlik. Hierdie taak kan beskou word as 'n definitiewe bydrae in hierdie verband. KERNBEGRIPPE: Onderwysleiers, transformasie en visionêre leierskap.

Article written by C. J. Skead to the East London Daily Dispatch (dated 19 May 1959), bringing attention to the deforestation of the Fort Grey forest by Mr C Miles Warren (MP). The article is acompanied by a harndwitten note stating "Mr C Miles Warren, M.P. had the contract for removing the forest and did very well out of it, especially with box-wood!! Hence the letter which would have [illegible] his consumers".

This report is the result of a literature study and questionnaire which gave insight on the role of officials in the rehabilitation process. Correctional Services has adopted a new approach, where offenders need to change their negative behaviour and be rehabilitated. Corrections have a societal responsibility towards the community to guide the offender on his rehabilitation path. This study was conducted to give a better understanding of rehabilitation to offenders The purpose of this research is to determine if the Department of Correctional Services delivers on its legal and social responsibility towards the rehabilitation of offenders. In this study the researcher gathered information on the department policies, training of officials, the programmes currently available in Correctional Services, and also the involvement of the community in this process. Corrections cannot work alone, and needs the help of the community and leaders in the community to assist it in this process. Correctional Services faces many challenges in order to succeed in the rehabilitation of offenders. Currently there is a shortage of officials in the Department of Correctional Services, and the Department cannot, therefore, fully succeed in its rehabilitative role. Another aspect is that rehabilitation programmes are voluntary, and offenders can decide if they want to become involved or not.

The small, medium and micro enterprises sector in South Africa is critical in addressing poverty, job creation and social instability inherited by the democratic government. The transformation of the economy has seen various pieces of legislation being enacted in order to promote a favourable environment for the growth of the SMME sector. As such, instruments such as the Industrial Development Zones were put in place to facilitate investment, create jobs and promote exports with one of the main objectives to grow the SMME sector. In this study, the case of the East London Industrial Development Zone (ELIDZ) in supporting the growth of the SMME sector in economic growth and addressing socio-economic challenges was analysed. The exploratory qualitative research methodology was used in the study. Structured questionnaires and a semi-structured interview guide were used to collect data from the 49 identified participants and an Executive Management representative from the ELIDZ in order to present the data obtained precisely. The study recommends that an integrated model of SMME growth by the private and public sector be developed in ensuring that there are clear expectations on the determinants of growth for the sector. In addition, the Buffalo City Metropolitan Municipality must have in place a consolidated database of SMMEs in order for the private and public institutions to elect the SMMEs which can be participants in their SMME development programmes.

Submitted in Fulfillment of the Requirements for the Degree of Master of Management Sciences: Human Resources Management, Durban University of Technology, Durban, South Africa, 2017. / The purpose of this study was to investigate the impact of job satisfaction on organizational effectiveness at Buffalo City College in the Eastern Cape. When job satisfaction levels are low, the organizations efforts to attain organizational effectiveness may be compromised. For any organisation to be effective, it should have satisfied and committed workers. The levels of employee performance may be increased by job satisfaction in an organisation including the further education and training sector. The individual commitment of employees in the workplace may be stimulated by job satisfaction. This means that the satisfaction of employees is necessary for the development of any establishment. A quantitative methodological style was used for the collection of data in this study. The target population consisted of 100 lecturers at Buffalo City College. The personal method of administering the questionnaire was used and a 75% response rate was obtained. The Statistical Program for Social Sciences (SPSS) version 24.0 was used for statistical examination. Significant findings emerged from the empirical analysis and results. Some respondents experienced job satisfaction while others experienced dissatisfaction with growth opportunities, pay, working conditions and recognition. The recommendations highlighted that top management should consider improving the working conditions of employees and opening up opportunities for individual advancement of the workers. Further, it was recommended that top management of Buffalo City College should pay a fair salary to the lecturers and involve them in decision making particularly on those things that have a direct impact on them. The study concludes by providing directions for future research. / M