This thesis examines the impact of the housing experiences of resettled refugees. It reiterates that becoming a refugee was not a matter of choice, but for those in refugee situations it was imperative to seek refugee status for their survival. This study focuses on the housing experiences of the Auckland Somali resettled refugees and seeks to identify the effect of housing policy and provision in Auckland. It also demonstrates the links of housing to employment, education and health. Refugees face considerable resettlement challenges based on differential factors such as ethnocentrism, immigration status, household composition and socio-economic conditions. These barriers are exacerbated by a lack of English language proficiency, a variety of educational backgrounds and unfamiliarity with institutional practices, especially during their early years of adaptation as relative newcomers to New Zealand.The vulnerable position of this group in housing markets requires up to date information to increase the provider's awareness of housing experiences and their impact on the resettlement process. In turn, an increased knowledge allows evidence-based decisions for appropriate intervention, policy, and strategy developments to facilitate optimum resettlement outcomes. Policy formulation and effective implementation must focus on the identification of suitable services to address the specific barriers experienced by this group. The empirical evidence supports previous findings that there were close correlations between the participants housing experiences that are the types of housing they occupied and their income.The study developed and implemented a Participatory Research Design involving a case study approach with multiple data collection methods. The primary field data was collected from focus group participants through a workshop of qualitative discussion and a survey.

This case study is based on the Assessment of Work-integrated Learning at the Vaal University of Technology, Vanderbijl Park, South Africa. It explores the possible conditions that affect the final assessment of work-integrated learning. Work-integrated learning in the South African context of Higher Education is considered to be an integral part of a programme. It not only allows students to incorporate theory into practice but it also prepares students for the world of work. It is for this reason that work-integrated learning becomes the focus of all Universities of Technology in South Africa. The Universities of Technology’s success or failure to integrate quality work-integrated learning effectively will either promote or retard the South African economy. / Dissertation (MEd)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

MAAS / Department of Developmental Studies

There is No Abstract: / Dissertation (MPhil (Education for Community Development))--University of Pretoria, 2005. / Education Management and Policy Studies / unrestricted

No description available.

This research study is qualitative exploratory in nature, trying to gain insight into integrated communication at Eskom. The study presents the methodology of the investigation, the analysis of the data, the findings as well as the conclusion and recommendations. Data collection techniques include an online self-administered questionnaire, structured questionnaire, focus group discussions and content analysis of the organisations’ publications. The population selected consists of Eskom communication managers and professionals, human resources personnel and project managers to establish the extent to which integrated communication is practised within Eskom. Finally, the research findings are discussed and further recommendations proposed. The findings show that Eskom communication is predominantly top-down with the divisions still working in silos. Furthermore, a measuring instrument developed to evaluate the extent of integrated communication as proposed by Du Plessis and Scoonraad in Barker and Angelopulo (2006) were found to be applicable to the Eskom situation. / Communication Science / M.A. (Specialisation in Organisational Communication Research and Practice)

This research study is qualitative exploratory in nature, trying to gain insight into integrated communication at Eskom. The study presents the methodology of the investigation, the analysis of the data, the findings as well as the conclusion and recommendations. Data collection techniques include an online self-administered questionnaire, structured questionnaire, focus group discussions and content analysis of the organisations’ publications. The population selected consists of Eskom communication managers and professionals, human resources personnel and project managers to establish the extent to which integrated communication is practised within Eskom. Finally, the research findings are discussed and further recommendations proposed. The findings show that Eskom communication is predominantly top-down with the divisions still working in silos. Furthermore, a measuring instrument developed to evaluate the extent of integrated communication as proposed by Du Plessis and Scoonraad in Barker and Angelopulo (2006) were found to be applicable to the Eskom situation. / Communication Science / M.A. (Specialisation in Organisational Communication Research and Practice)

No description available.

"The purpose of this study was to formulate a recommended program to aid in the social integration of Latin-American and Anglo-American children in the secondary schools of Texas. In preparation for the development of this suggested plan, some of the more serious problems involved in the education of Latin-American children in schools designed primarily for the instruction of Anglo-American pupils were studied in available literature, and a set of psychological, sociological, and democratic criteria was formulated to serve as sound principles upon which to base the suggest program."--Leaf 1.

Thesis (PhD (Education Policy Studies))--University of Stellenbosch / Bibliography / ENGLISH ABSTRACT: This dissertation explores the lack of racial integration in public schools in South Africa. The main argument of this study defends a deliberative conception of racial integration that builds on previous, more limited, conceptions such as assimilation, integration, multicultural education and antiracist education. In this work I further narrate my story in relation to encounters with issues of race, thereby contextualising the topic. I argue that philosophy of education can be used as a tool to explore and illuminate the educational dimensions of a major philosophical problem, that is, racial integration. I further offer a historical account of racial integration, mapping three interrelated phases of such integration in South African public schools, namely the colonial/apartheid period, the democratic period and the post-democratic period. The dissertation also offers a conceptual account of the major theoretical understandings that constitute racial integration. It furthermore investigates racial integration as it is currently unfolding in South African public schools and simultaneously points out the limitations of this project. I argue how and why the lack of effective and genuine racial integration results in social injustice. Moreover, I advance an argument for deliberative racial integration in South African public schools; a notion that, it is hoped, could address some of the weaknesses associated with the present form of racial integration in South African public schools. The study also identifies the implications of deliberative racial integration for school governance, management, leadership, and teaching and learning. / AFRIKAANSE OPSOMMING: Hierdie proefskrif behels 'n ondersoek na die gebrek aan rasse-integrasie in openbare skole in Suid-Afrika. Die hoofargument in die studie is 'n verdediging van .n beraadslagende begrip van rasse-integrasie wat op vorige, meer beperkte, begrippe soos assimilasie, integrasie, multikulturalistiese onderwys en anti-rassistiese onderwys voortbou. Ek konseptualiseer die onderwerp aan die hand van 'n narratief van my eie ervaring ten opsigte van aangeleenthede wat met ras verband hou. Ek argumenteer dat filosofie van die onderwys aangewend kan word om die onderwysdimensies van 'n beduidende filosofiese probleem, naamlik rasse-integrasie, te ondersoek en te belig. Ek bied verder 'n historiese oorsig van rasse-integrasie deur te verwys na die koloniale/apartheidstydperk, die demokratiese tydperk en die postdemokratiese tydperk. Die proefskrif bied ook 'n konseptuele verslag van die vernaamste teoretiese beskouinge wat rasse-integrasie uitmaak. Die studie behels voorts 'n ondersoek van rasse-integrasie soos dit tans in Suid-Afrikaanse openbare skole ontvou en dui terselfdertyd op die beperkinge van die projek. Ek argumenteer hoe en waarom die gebrek aan doeltreffende en ware rasse-integrasie sosiale ongeregtigheid in die hand werk. Verder ontwikkel ek 'n argument vir beraadslagende rasse-integrasie in Suid-Afrikaanse openbare skole; 'n idee waarmee, so word gehoop, die gebreke wat met die huidige vorm van rasse-integrasie in Suid-Afrikaanse openbare skole geassosieer word, die hoof gebied kan word. Die studie identifiseer ook die implikasies van beraadslagende rasse-integrasie vir beheer van skole, bestuur, leierskap en onderrig en leer.