Food insecurity in South Africa is not due to a shortage of food in the country but to inadequate access to food by poor groups of individuals and households. Many people, who lost their jobs due to retrenchments or can’t find suitable jobs for various reasons, revert to street trading or other activities of the informal economy as a survival strategy. There is limited information on understanding the food security status and strategies used by street traders and their households in Durban. This study aims to understand the extent of food insecurity among street traders in terms of their access to food, the quality of food consumed and the strategies they used to cope with food shortage. A mixed research method composed of a survey, face to face interviews and observations were conducted with a sample population of 120. The findings of this study confirmed that the sector was dominated by semi-literate people who generated R2000 per month which was to be shared with an average of 4 members of their respective households. Consequently, the majority of street traders’ households lived below the poverty line, thus food insecure. Limited income compromised the quality of food consumed: energy dense food dominated their food; hence 59.2% suffered from communicable lifestyle diseases. The study recommended more studies in this field, the extension of the Isipingo census to the entire municipality and the decriminalization of street trading by the municipality in order to improve the food security situation of street traders. / Geography / M.A. (Human Ecology)

Summaries in Afrikaans and English / Ons bevind ons in 'n nuwe Suid-Afrika waar die klem baie sterk op die uitwissing van die spore van die apartheidsera gele word. Die oopstelling van skole het nie daartoe bygedra dat kinders hulle vooroordele oorboord gooi en mekaar spontaan aanvaar nie. Die verandering in wetgewing wat 'n eksterne verandering is, het nie noodwendig tot verandering van gesindhede gelei nie. Daar kan derhalwe tereg gevra word hoe versoening tussen mense van verskillende kulture tot stand kan kom. In hierdie studie is gepoog om vas te stel of 'n verrykingsprogram in groepverband interpersoonlike vaardighede en verhoudinge van persone van uiteenlopende kulturele agtergronde kan bevorder. Die program is onder gekontroleerde omstandighede aangebied en die idiografiese navorsingsmetode is gebruik. Daar is bepaal watter faktore die aard en die kwaliteit van verhoudinge tussen persone van verskillende kulturele herkoms be'invloed. Riglyne is gestruktrueer en kriteria is ge'identifiseer waarvolgens die program saamgestel is. Die ouderdomme van die leertinge het tussen 15 en 21 jaar gewissel. Tydens die multikulturele groepsbelewing het die leertinge die geleentheid gehad om persoonlike en interpersoonlike vaardighede te ontwikkel sodat daar 'n openheid en 'n beg rip vir mekaar ontstaan het. Die interaksie met persone afkomstig van 'n verskeidenheid oriemtasies het daartoe gelei dat raakpunte in die diversiteit ontdek is en hulle het mekaar as individue begin erken en verstaan. Nuutgestigte verhoudings was gekenmerk deur vertroue, warmte en empatie. Deur middel van verbeterde selfbegrip en interpersoonlike vaardighede het die verhoudings tussen groeplede in verskeie dimensies beduidend verbeter. Hierdie navorsing het aangetoon dat mense van uiteenlopende kulturele orientasies soos in Suid-Afrika die geval is, deur middel van ervaringsleer in groepverband, tot grater eenheid en verdraagsaamheid saamgesnoer kan word. / Psychology of Education / D.Ed. (Psychology of Education)

Summaries in English and Afrikaans / In elke samelewing kan die jeug as 'n opsigselfstaande groep geldentifiseer word. Die unieke eienskappe van die jeugfase lei tot die ontstaan· van konstruktiewe of subkulturele jeuggroeperinge en destruktiewe of kontrakulturele jeuggroeperinge. Sub- en kontrakulturele jeuggroeperinge oefen 'n direkte invloed op die onderwys en opvoeding van die jeug uit. 'n Ondersoek na die faktore wat aanleiding gee tot die ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge is in die lig daarvan van dwingende belang. 'n Analise van die stambegrippe kultuur, subkultuur en kontrakultuur is 'n voorvereiste vir die begryp en verstaan van die tema ter sprake. Kultuur is die somtotaal van menslike betrokkenheid in sy materiele en nie-materiele wereld. Hierdie betrokkenheid lei tot kultuurvorming. Die vorming, oordrag en verandering van kultuur bet 'n bepaalde gesindheidsverandering by individue tot gevolg. Die nie-konfonnering met kultuurverandering het die fonnulering van 'n altematiewe of subkulturele stel waardes en nonne tot gevolg. 'n Subkultuur kan beskryf word as enige segment van die dominante kultuur waarvan die waarde en normstruktuur van die dominante kultuur verskil, maar nie in konflik daarmee is nie. Die algehele afwysing of pogings tot die omverwerp van dominante waardes en nonne het kontrakulturele waardes en norme tot gevolg. Sub- en kontrakulturele jeuggroeperinge is eiesoortig van aard. Subkulturele jeuggroeperinge funksioneer met gemak in die dominante kultuur. Kontrakulturele jeuggroeperinge word deur die dominante kultuur as 'n bedreiging beskou. Die faktore wat tot die ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge in Suid-Afrika aanleiding gee, kan kortliks saamgevat word as: politieke omstandighede, ideologiese invloede, ekonomiese, demografiese, sosiale (waaronder 'n gedepriveerde sosiale omgewing en huislike faktore, gesinsgrootte, enkelouergesinne, gesagskrisis, generasiekonflik en religieuse faktore), kulturele vervreemding en onderwyskundige faktore. Kontrakulturele jeuggroeperinge wat op geweld uitloop, bet 'n destruktiewe invloed op die fisiese en psigiese omgewing van die skool, die medeleerlinge, die gesagsdraers en die leeromgewing. Desnieteenstaande staan die skool in 'n ideate posisie ten opsigte van die identifisering, rehabilitering en akkommodering van kontrakulturele jeuggroeperinge en die onderrig van lewensvaardighede waardeur anti-normatiewe gedrag afgewys kan word. / In every society the youth can be identified as a separate group. The unique characteristics of the youth phase results in constructive or subcultural youth groupings, as well as destructive or countercultural youth groupings. Sub- and countercultural groupings exert a direct influence on the instruction and education of the youth. An investigation of the factors giving rise to the development of sub- and countercultural youth groupings is therefore imperative. An analysis of the key concepts of culture, subculture and counterculture is a prerequisite for the comprehension of the theme at issue. Culture is the sum total of people's involvement in their material and nonmaterial world. This involvement generates culture. Culture, and the forming, transmission and change of culture results in a change of mindset in individuals. Nonconformity with cultural change results in the formulation of an alternative or subcultural set of values and norms. A subculture can be defined as any segment of the dominant culture that subscribes to a set of values and norms that differ from, but are not in conflict with, those of the dominant culture. Complete rejection of, or attempts to overthrow dominant values and norms result in the formation of countercultural values and norms. Sub- and countercultural youth groupings are unique. Subcultural youth groupings function with ease in the context of the dominant culture. Countercultural youth groupings are perceived as a threat by the dominant culture. The factors leading to the origin and development of sub- and countercultural youth groupings in South Africa can be briefly summarised as: political circumstances, ideological influences, economic, demographic and social influences (including a deprived social environment and domestic factors, family size, single-parent families, authority crises, generation conflict and religious factors), cultural alienation and educational factors. Countercultural youth groupings that resort to violence have a destructive influence on the physical and psychic school environment, on fellow pupils, on office-bearers and on the learning environment. Despite all this, however, the school is ideally placed to identify, rehabilitate and accommodate countercultural youth groupings and to provide instruction in life skills with a view to expelling antinormative behaviour. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

Diversity has, over the last few decades, become a burning issue on the agenda of most companies. Current diversity-related interventions are mainly based on behaviouristic and socio-cognitive approaches. In this research diversity was approached from the systems psychodynamic paradigm. The general aim was to gain an understanding of the diversity dynamics that manifests in an South African diversity experience. The literature review focussed on diversity in the workplace, on the group relations training model, and on the application of the group relations training model to diversity. Qualitative research was done by interviewing a sample of 15 delegates who attended the November 2000 Robben Island Diversity Experience. These unstructured interviews were used to obtain in-depth information about the participant's experience and the data was analysed hermeneutically. The emerging themes were `crossing the boundary, engage the new world, the ties that bind, being imprisoned, the struggle, the road to reconciliation, integration and healing, back to the future and the crucible'. It is recommended that South African organizations make more use of the systems psychodynamic approach to study the manifestations of diversity dynamics. The aim is not to replace the other approaches to diversity, but to add a perspective that can enhance awareness and sensitivity to the covert, unconscious and irrational forces that impact on diversity. / Industrial and Organisational Psycology / M. A.(Industrial and Organisational Psycology)

Food insecurity in South Africa is not due to a shortage of food in the country but to inadequate access to food by poor groups of individuals and households. Many people, who lost their jobs due to retrenchments or can’t find suitable jobs for various reasons, revert to street trading or other activities of the informal economy as a survival strategy. There is limited information on understanding the food security status and strategies used by street traders and their households in Durban. This study aims to understand the extent of food insecurity among street traders in terms of their access to food, the quality of food consumed and the strategies they used to cope with food shortage. A mixed research method composed of a survey, face to face interviews and observations were conducted with a sample population of 120. The findings of this study confirmed that the sector was dominated by semi-literate people who generated R2000 per month which was to be shared with an average of 4 members of their respective households. Consequently, the majority of street traders’ households lived below the poverty line, thus food insecure. Limited income compromised the quality of food consumed: energy dense food dominated their food; hence 59.2% suffered from communicable lifestyle diseases. The study recommended more studies in this field, the extension of the Isipingo census to the entire municipality and the decriminalization of street trading by the municipality in order to improve the food security situation of street traders. / Geography / M.A. (Human Ecology)

Summaries in Afrikaans and English / Ons bevind ons in 'n nuwe Suid-Afrika waar die klem baie sterk op die uitwissing van die spore van die apartheidsera gele word. Die oopstelling van skole het nie daartoe bygedra dat kinders hulle vooroordele oorboord gooi en mekaar spontaan aanvaar nie. Die verandering in wetgewing wat 'n eksterne verandering is, het nie noodwendig tot verandering van gesindhede gelei nie. Daar kan derhalwe tereg gevra word hoe versoening tussen mense van verskillende kulture tot stand kan kom. In hierdie studie is gepoog om vas te stel of 'n verrykingsprogram in groepverband interpersoonlike vaardighede en verhoudinge van persone van uiteenlopende kulturele agtergronde kan bevorder. Die program is onder gekontroleerde omstandighede aangebied en die idiografiese navorsingsmetode is gebruik. Daar is bepaal watter faktore die aard en die kwaliteit van verhoudinge tussen persone van verskillende kulturele herkoms be'invloed. Riglyne is gestruktrueer en kriteria is ge'identifiseer waarvolgens die program saamgestel is. Die ouderdomme van die leertinge het tussen 15 en 21 jaar gewissel. Tydens die multikulturele groepsbelewing het die leertinge die geleentheid gehad om persoonlike en interpersoonlike vaardighede te ontwikkel sodat daar 'n openheid en 'n beg rip vir mekaar ontstaan het. Die interaksie met persone afkomstig van 'n verskeidenheid oriemtasies het daartoe gelei dat raakpunte in die diversiteit ontdek is en hulle het mekaar as individue begin erken en verstaan. Nuutgestigte verhoudings was gekenmerk deur vertroue, warmte en empatie. Deur middel van verbeterde selfbegrip en interpersoonlike vaardighede het die verhoudings tussen groeplede in verskeie dimensies beduidend verbeter. Hierdie navorsing het aangetoon dat mense van uiteenlopende kulturele orientasies soos in Suid-Afrika die geval is, deur middel van ervaringsleer in groepverband, tot grater eenheid en verdraagsaamheid saamgesnoer kan word. / Psychology of Education / D.Ed. (Psychology of Education)

Summaries in English and Afrikaans / In elke samelewing kan die jeug as 'n opsigselfstaande groep geldentifiseer word. Die unieke eienskappe van die jeugfase lei tot die ontstaan· van konstruktiewe of subkulturele jeuggroeperinge en destruktiewe of kontrakulturele jeuggroeperinge. Sub- en kontrakulturele jeuggroeperinge oefen 'n direkte invloed op die onderwys en opvoeding van die jeug uit. 'n Ondersoek na die faktore wat aanleiding gee tot die ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge is in die lig daarvan van dwingende belang. 'n Analise van die stambegrippe kultuur, subkultuur en kontrakultuur is 'n voorvereiste vir die begryp en verstaan van die tema ter sprake. Kultuur is die somtotaal van menslike betrokkenheid in sy materiele en nie-materiele wereld. Hierdie betrokkenheid lei tot kultuurvorming. Die vorming, oordrag en verandering van kultuur bet 'n bepaalde gesindheidsverandering by individue tot gevolg. Die nie-konfonnering met kultuurverandering het die fonnulering van 'n altematiewe of subkulturele stel waardes en nonne tot gevolg. 'n Subkultuur kan beskryf word as enige segment van die dominante kultuur waarvan die waarde en normstruktuur van die dominante kultuur verskil, maar nie in konflik daarmee is nie. Die algehele afwysing of pogings tot die omverwerp van dominante waardes en nonne het kontrakulturele waardes en norme tot gevolg. Sub- en kontrakulturele jeuggroeperinge is eiesoortig van aard. Subkulturele jeuggroeperinge funksioneer met gemak in die dominante kultuur. Kontrakulturele jeuggroeperinge word deur die dominante kultuur as 'n bedreiging beskou. Die faktore wat tot die ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge in Suid-Afrika aanleiding gee, kan kortliks saamgevat word as: politieke omstandighede, ideologiese invloede, ekonomiese, demografiese, sosiale (waaronder 'n gedepriveerde sosiale omgewing en huislike faktore, gesinsgrootte, enkelouergesinne, gesagskrisis, generasiekonflik en religieuse faktore), kulturele vervreemding en onderwyskundige faktore. Kontrakulturele jeuggroeperinge wat op geweld uitloop, bet 'n destruktiewe invloed op die fisiese en psigiese omgewing van die skool, die medeleerlinge, die gesagsdraers en die leeromgewing. Desnieteenstaande staan die skool in 'n ideate posisie ten opsigte van die identifisering, rehabilitering en akkommodering van kontrakulturele jeuggroeperinge en die onderrig van lewensvaardighede waardeur anti-normatiewe gedrag afgewys kan word. / In every society the youth can be identified as a separate group. The unique characteristics of the youth phase results in constructive or subcultural youth groupings, as well as destructive or countercultural youth groupings. Sub- and countercultural groupings exert a direct influence on the instruction and education of the youth. An investigation of the factors giving rise to the development of sub- and countercultural youth groupings is therefore imperative. An analysis of the key concepts of culture, subculture and counterculture is a prerequisite for the comprehension of the theme at issue. Culture is the sum total of people's involvement in their material and nonmaterial world. This involvement generates culture. Culture, and the forming, transmission and change of culture results in a change of mindset in individuals. Nonconformity with cultural change results in the formulation of an alternative or subcultural set of values and norms. A subculture can be defined as any segment of the dominant culture that subscribes to a set of values and norms that differ from, but are not in conflict with, those of the dominant culture. Complete rejection of, or attempts to overthrow dominant values and norms result in the formation of countercultural values and norms. Sub- and countercultural youth groupings are unique. Subcultural youth groupings function with ease in the context of the dominant culture. Countercultural youth groupings are perceived as a threat by the dominant culture. The factors leading to the origin and development of sub- and countercultural youth groupings in South Africa can be briefly summarised as: political circumstances, ideological influences, economic, demographic and social influences (including a deprived social environment and domestic factors, family size, single-parent families, authority crises, generation conflict and religious factors), cultural alienation and educational factors. Countercultural youth groupings that resort to violence have a destructive influence on the physical and psychic school environment, on fellow pupils, on office-bearers and on the learning environment. Despite all this, however, the school is ideally placed to identify, rehabilitate and accommodate countercultural youth groupings and to provide instruction in life skills with a view to expelling antinormative behaviour. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

PhDPH / Department of Public Health / There is a growing concern over the rising cases of adolescent pregnancy, drug and substance abuse, poor academic performance, violence, high school dropout rate and HIV/AIDS prevalence among secondary school students. The grounds of these problems are considered to be related to inadequate Life Orientation Education which should equip the learners with psychosocial competencies, but the ability to make informed decision, solve problems, think creatively and critically, communicate effectively, build healthy interpersonal relationships is lacking among the youths (Dash, 2018). The purpose of the study was to develop strategies to facilitate the implementation of existing Life orientation curriculum in secondary schools of Limpopo province, South Africa. An exploratory sequential design was used in this study. This research design had three stages. In the first stage (1a) the researcher collected and analysed quantitative data. Based on the quantitative results, the researcher will then engage a second stage (1b), the qualitative phase, to test and make the general view of the initial findings. This was followed by phase 3, which was the development of the coping strategies and validation of the strategies as outlined. Purposive sampling was employed to select two districts and then four circuits. Phase 1a identified factors influencing implementation of existing Life Orientation curriculum. Eight schools were selected using stratified random sampling. Simple random sampling was used to select 521 grade 10, 11 and 12 adolescent girls. Data was collected through a self-designed and self-administered questionnaire. Data was analysed descriptively using statistical software Stata/IC version 15.0. of the computer program. Validity and reliability were ensured. Phase 1b identified the predisposing, enabling, and reinforcing factors that can affect the behaviours, attitudes, and environmental factors contributing to the implementation of Life skills programmes in schools. A qualitative approach, and explorative, descriptive and contextual designs were applied. The population were all guardians and school teachers. Purposive sampling was used to select guardians for the focus groups discussions and teachers for in-depth interviews. Data analysis employed Tesch open coding method. Phase 2 was the development strategies to facilitate the implementation of existing LO programme in Limpopo province. Results from Structured Interviews, Focused group, Questionnaires were fused together with the use of the Precede Proceed Model. Phase 3 was to validate the developed strategies. The aim of validation was to collect and evaluate data, from the process design stage, the consistency and quality of the product or outcome of the strategies. The objectives to validate the strategies were to: determine the credibility of the strategies. The researcher used the non–experimental, intervention validation design to validated the credibility of the developed strategies. The developed strategies were given to the learners, guardians and Life Orientation teachers Vhembe and Mopani district. To collect data, the researcher used a checklist with 6 questions as outlined by Chin and Kramer (refer to table 6.4). Simple descriptive statistics was use where the data was summarized using the frequency distribution. / NRF

The global spread of HIV and Aids has greatly exceeded the most pessimistic projections. Infection rates are not declining and human tragedy is escalating. South Africa is a nation in mourning. If one is not infected, one is affected. Notwithstanding the catastrophic effects that are already being experienced, the full consequences of the pandemic seem yet to be felt. Developmental psychology and ecological systems theory were used in this study to examine the research problem. It has become necessary to determine the level of knowledge that adolescents have of HIV and Aids and whether Life Skills programmes stimulate any change in behaviour. This initially took the form of a quantitative study in which questionnaires were administered. A combination of quantitative and qualitative research (focus group interviews) was applied for verification. The goals of the research were achieved, providing valuable findings, confirming that there has been no behaviour change and adolescent knowledge remains inadequate. South African adolescents have insufficient knowledge of responsible sexual behaviour. Recommendations with regard to the content and course of the programme as well as further research are formulated as a result of the conclusions. / Educational Studies / M.Ed. (Socio-Education)

The global spread of HIV and Aids has greatly exceeded the most pessimistic projections. Infection rates are not declining and human tragedy is escalating. South Africa is a nation in mourning. If one is not infected, one is affected. Notwithstanding the catastrophic effects that are already being experienced, the full consequences of the pandemic seem yet to be felt. Developmental psychology and ecological systems theory were used in this study to examine the research problem. It has become necessary to determine the level of knowledge that adolescents have of HIV and Aids and whether Life Skills programmes stimulate any change in behaviour. This initially took the form of a quantitative study in which questionnaires were administered. A combination of quantitative and qualitative research (focus group interviews) was applied for verification. The goals of the research were achieved, providing valuable findings, confirming that there has been no behaviour change and adolescent knowledge remains inadequate. South African adolescents have insufficient knowledge of responsible sexual behaviour. Recommendations with regard to the content and course of the programme as well as further research are formulated as a result of the conclusions. / Educational Studies / M.Ed. (Socio-Education)