In this study, “Women and Cooperatives”, the researcher was interested in finding out whether women cooperatives contributed towards development of women and poverty reduction in Sarah Baartman District Municipality between 2004 and 2014. The study was conducted with three cooperatives situated in Makana Local Municipality, Sarah Baartman District Municipality and Eastern Cape Province. The cooperatives studied focused on sewing, poultry and agriculture. The study was explorative in nature as it was aimed at assessing the effectiveness of women cooperatives in empowering women, the effectiveness of women cooperatives in reducing poverty and to make recommendations regarding what can be done to address the challenges identified in the study. The qualitative research method was applied when conducting this study. Eight respondents from each cooperative were willing to take part and this led to a total of twenty-four respondents who participated. The questions asked were based on the interview schedule developed by the researcher. The results of the study and the recommendations indicated that more commitment from the government is required and the following key aspects should be taken into account when considering a development program: Infrastructure, Availability of funding, Access to resources, Skills development, Provision of basic services.

Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.

The objective of this study is to explore the role of aspirations on changing livelihood strategies of rural households of Ndabakazi villages in the Eastern Cape. A sample of 80 respondents was chosen randomly for the household survey and semi-structured questionnaires were used to collect the data. Focus group discussions were also used to supplement the household survey. The data was descriptively analysed using a triangulation method. The findings show that social grants, mainly pensions and non-farm employment, and child support grants are the major sources of income. The majority of the households own five hectares of land and more, in which they grow crops only in gardens adjacent to their homes. However, 29 percent do not produce any crops at all. Farming contributes a small portion to the household income. The choice of farming is more powerful than the external factors. Interest in farming is minimal and can be related to the declining farming activities; therefore, household aspirations have an influence on changing livelihood aspirations. In the case of the rural areas of Ndabakazi – as indeed in many other parts of South Africa - policies of rural development mostly take a top-down approach; as a result most of these policies do not become effective in achieving the intended outcome. Development practitioners should incorporate beneficiaries when planning so as to tailor the development initiatives with the aspirations of local people for them to be effect and achieve intended goals thus a bottom-up approach. The notion that rural household farming activities have declined because they lack inputs, farming implements other necessary support is not always true. Some households are not interested in farming and they cannot be forced.

Understanding stakeholders’ perception on the participation process is imperative so that strategies that foster people’s participation in community projects are implemented. This will facilitate that community members take part and contribute in their own development projects. In most projects perceptions can influence and impede participation. Most often the challenges experienced include acts of inequalities, lack of financial resources and informal and formal barriers that limit decision making and the capacity of people to participate effectively. As a consequence, authentic participation in community development projects intended to enhance and encourage more people to participate is not possible. The focus of the study was to explore and analyse perceptions of community stakeholders towards participation in community development activities in Mdantsane, a township situated between East London and King William’s Town. The research asked the following question: What are the perceptions of community stakeholders regarding the participation process in community development projects. This study was conducted using the qualitative approach to explore and gain an understanding of the underlying reasons, opinions and motivation for data gathered. The sample groups were the project staff and the government officials that had a better knowledge of the projects. Data was collected through the use of in-depth structured and semi structured interviews. The data showed that a large number of participants believed that participation involvement in project activities was motivated by regular meetings and material and financial incentives. The data further revealed that poor planning, lack of resources, constrained decision-making processes, selective reporting on the project progress were among the limitations of participation. Restraining these participation impediments will enhance and expand participation in community development projects. It is the author’s hope that recommendations made by this study, if implemented will improve participation in community projects in Mdantsane development projects to understand the concept and significance of community participation.

The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.

This study focused on school governing bodies in the rural schools in Ngcobo. In this study, the researcher established that in rural schools, parent members of school governing bodies are still reluctant, or ill equipped to do their duty as governors of the schools. They rely on what the principals ask them to do. They need more training and empowerment to fulfill their duties as members of the school governing bodies. Most of the parents who are members of school governing bodies are older and their level of education is generally low. The principals are complaining that not enough training was being given to parent members to fulfill their task as school governors. However, it remains the principals’ responsibility to coach SGB parent-members in order for the school functionality to go on. The findings of this study show that much more need to be done to empower parental-members of SGBs in the rural areas of the Eastern Cape and most probably in most, if not all, rural areas of South Africa.

This research conducts a Critical Assessment of the Provincial Intervention Outcomes in Makana Local Municipality in the Eastern Cape Province (2012-2014) with the overriding objectives to identify factors which cause unsuccessful Provincial intervention on local government affairs and measure the extent to which these factors played a role in the intervention in Makana Local Municipality and assess the outcomes of Provincial intervention in Makana Local Municipality. The entire research process was guided by the above research objectives and questions that strive to assess the outcomes of Provincial intervention in Makana. The study involved a qualitative research approach: conducting interviews and reviewing the Provincial Strategic Plans 2014, Financial Recover Plans 2014, Makana Annual Financial Statement 2015, Makana Budget Analysis 2014 and the Auditor Generals 2014/15 annual report on Makana. The study identified and defined challenges (factors) that contribute to poor outcomes in Provincial interventions and further identified success factors of Provincial intervention. The extent to which these factors played a role in Makana were then measured, and finally, the outcomes of Provincial intervention in Makana Local Municipality were assessed. The findings of the study indicate that the intervention in Makana Local Municipality has produced stability in the municipality and resulted in a degree of successful outcomes. However, there are priority areas that the municipality still needs to work on in order to make certain that the Makana Local Municipality is fully functional in all the areas that have been identified as priority areas of intervention. The study establish that there are many factors that may lead to Provincial interventions failing in Local government, such as lack of monitoring and evaluation during intervention, lack of commitment by the Province, political interferences and lack of budget or funds to implement the strategic plans. These factors can be prevented in order to assure that Provincial intervention in Local government is successful. The study reveals that proper intervention plans, effective implementations of the strategic plans, coordination and communication between municipal Council, Province and municipal officials, monitoring and evaluation during and after intervention can assist the Province to detect whether the interventions are to be successful. Lastly, the study makes recommendations for both Provincial and Local government.

The aim of this study explore the role of job satisfaction , organizational justice in determining employee turnover among administrative staff at Walter Sisulu University at Ibika campus in Butterworth , in the Eastern Cape Province. A sample of 70 administrative staff was drawn for the population of 170. Results of the study indicated that the study variables are significantly and positively correlated with one another. Job satisfaction was found to be significantly and positively correlated with employee turnover. Organizational justice was also found to be significantly positively correlated with employee turnover. Likewise, a positive and significant relationship between job satisfaction and organizational justice was found. The findings of this study will assist Ibika campus management in reducing employee turnover and increase the retention of administrative staff at Ibika campus and the entire Walter Sisulu administrative staff at large.

Return to investment for tertiary education is not equal for all. Human Capital Theory imposes a linear pathway between education and earnings, that fails to recognise other sources of capital, ignores social returns and does not explain why socio-economic variables influence employability and earnings. Those returns, rather than simply incrementally delivering returns for additional years of education, are however heterogeneous across students, with field of study, gender and population group influencing earnings; and schooling type and university attended filtering whether one finds a job. This study utilises data from Rhodes University and the University of Fort Hare, illustrating the extreme positions within the South African education landscape, employing a Heckman selection to predict the returns on education. The regression is found to be partially successful in predicting a graduate’s ability to find a job, in the first instance, and thereafter their returns. It is crucial to analyse the heterogeneity of socio-economic parameters to understand aspects of the economy, and develop education policies to take advantage of this understanding, especially against the backdrop of the student protests being experienced in the country and the funding models proposed. Access to tertiary education, through policy inducement, such as the recent increase of the grant limit from R122 000 to R350 000, requires disaggregated returns to education to be investigated.

Traffic officers are employed to protect and serve the community, but various sources including annual reports and newspaper articles cast doubt on whether these goals are attained in the Eastern Cape. These sources further allege that the failure to serve can be attributed to dissatisfaction and poor employee commitment. Therefore, the main objective of this study was to explore the relationship between the Employee Value Proposition, organisational commitment and intention-to-serve among provincial traffic officers. A literature study was conducted on the three above-mentioned variables to achieve this objective. The empirical study consisted of a survey with a self-administered questionnaire. Five components of the Employee Value Proposition, as established by the Corporate Leadership Council (CLC) (2006), were measured. These included career opportunities, organisation itself, relationships, remuneration/reward and work itself. The Three Component Model (TCM) developed by Meyer and Allen (1991) was used to measure affective, continuance and normative commitment. The Intention-to-Serve Scale was adapted from the Employee Work Passion Appraisal (EWPA) Model (Zigarmi, Nimon, Houson, Witt and Diehl, 2011) and was used to measure intent-to-perform and intent-to-use discretion. The questionnaire was completed by 357 provincial traffic officers across the six districts of the Eastern Cape, which represented a 95 percent response rate. The results from the empirical study indicated that the majority of respondents had less positive perceptions of the Employee Value Proposition offered to them. Affective commitment, regarded as the desired type of organisational commitment, was scored the lowest. However, positive scores were obtained for intention-to-serve. A statistical and practical significant relationship was found between the Employee Value Proposition and organisational commitment, and between the Employee Value Proposition and intention-to-serve as well as between organizational commitment and intention-to-serve. The results suggest that a more appealing Employee Value Proposition could result in improved organisational commitment as well as improved intention-to-serve. It is therefore recommended that the Eastern Cape Department of Transport reconsider the Employee Value Proposition offered to traffic officers and use it as a tool to improve commitment and service delivery.