The telecommunications landscape in South Africa is changing. The monopolistic nature of the sector, previously dominated by Telkom has come to an end. Telecommunications companies, in particular SMMEs face the opportunity as well as challenges to find new ways of doing business successfully in this changing landscape. The research problem states a business model for SMMEs in the telecommunications sector. The author’s research is aimed to assist SMMEs in this sector to reposition them and be successful. The literature review focused on the local telecommunications market in South Africa, a comparisons between telecommunications markets in relation to other countries with similarities in their telecoms sectors as well as the opportunities and challenges SMMEs face in the market space. Regulation and new technologies pose opportunities but also potential dangers for business owners to conduct business. Traditionally, a typical resell model would be fully dependant on the way the monopolist determined the shape and structures of small companies, but the research indicated innovation and creativity will be the drivers to be successful today. The research design was done by using a survey questionnaire to telecoms end users. The literature review and a survey aimed at the consumer market were done and the findings highlights focus areas where SMMEs need to direct their energy and resources in to establish the business model. With reference to both the literature review and the empirical findings, the business model can be formulated and supported by a strong entrepreneurial person or group of people. In addition, the recommended business-level strategy is an integrated and coordinated set of commitments and actions the SMMEs will use to gain a competitive advantage by exploiting core competencies in specific telecoms markets.

This study aimed to investigate if there are any possible gaps in the offering Vocational Curriculum Report 191, in terms of knowledge, skills and link to the world of work. This study was a case study of three Technical and Vocational Education and Training Colleges that offer Vocational Curriculum Report 191, and it was geographically limited to the province of the Eastern Cape. The five main findings from this study were that firstly, the curriculum offers theory without practice. Secondly, there is a mismatch between what is offered as curriculum at Technical and Vocational Education and Training Colleges and what the labour market wants. Thirdly, lecturers do not have the practical exposure that relates to their fields of study. Fourthly, Vocational Curriculum Report 191 does not promote self-employment of its students and lastly, the curriculum is outdated and does not comply with the criteria of current employment opportunities. The study recommends that the curriculum be reviewed and revised. Technical and Vocational Education and Training colleges need to have in site practice facilities to cater for the practical application of theoretical knowledge of students. Partnerships between Technical and Vocational Education and Training Colleges, the labour market and Sector Education and Training Authorities are strongly recommended in this study.

The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.

This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.

The new democratic government came to power in 1994 and one of its major missions was to change the system of education inherited from the apartheid regime by laying a foundation for a single national core syllabus to replace the erstwhile multi-tier system, which discriminated among racial groups. Under the apartheid regime, the curriculum was flawed by ‘racially, offensive and outdated content’ and the government embarked on a bold programme to cleanse it of these elements. The democratic government went about this through curriculum reforms. In 1997, it introduced Curriculum 2005 fondly called “C2005”, with the Outcome-based Education (OBE) principles. Despite the initial overwhelming support for C2005, it soon ran into trouble. In 2000, the Minister appointed a committee that reviewed the curriculum and in 2002, the Revised National Curriculum Statement (RNCS) was born. These curriculum reforms have been met with a lot of criticism and the government felt it was not serving its purpose. Some key stakeholders still felt that their non-involvement, non-participation and the lack of proper consultation in the curriculum process were partly responsible for teachers and subject advisers misinterpreting the curriculum and implementing it from their own perspectives. Subsequently, another review was done and the National Curriculum Statement (NCS) was launched in 2002. But the complaints did not cease, probably due to continuing poor performance at the Matric Examination which continues to feature low pass rates for many provinces, especially the Eastern Cape. Against this backdrop, the government streamlined the NCS curriculum yield, and an amended Curriculum and Assessment Policy Statement (CAPS) emerged. The key issue raised by critics is the lack of sufficient involvement of stakeholders in the curriculum review processes. At the same time, government continues to insist that it has been consulting adequately with all relevant stakeholders. There are iii obviously different interpretations of stakeholder involvement and participation and there is urgent need to reconcile whatever differences of opinion and definition exist, in order to gain common understanding, which is the first step in reaching a solution. For instance, how are the stakeholders involved? More importantly, what is meant by “involvement”? Even if there is no disagreement about the meaning of “involvement”, is the stage in the process at which the stakeholders are involved an important element in whether or not the process is an inclusive and participatory one?.

The current investigation was conducted in the Mthatha Education District. It sought to investigate factors affecting the implementation of the National Curriculum Statement (NCS) in the Mthatha schools of the Eastern Cape Province in South Africa. Literature reviewed showed that teachers, as the key role players to the implementation of the curriculum in schools, are still experiencing difficulties in implementing the NCS. It is thus important to establish and investigate the factors affecting the implementation of the NCS. The research was both exploratory and explanatory in nature and adopted a mixed method approach. Questionnaires were distributed among 210 teachers who were randomly selected from 363 schools in the Mthatha Education District. Out of 210 teachers who were provided with questionnaires to fill out, it was 148 (70.5 percent) of them who completed and returned the questionnaires. Semi-structured interviews were conducted face-to-face with 10 purposefully selected teachers to collect the data from those who participated by filling out the questionnaires. The researcher analysed the data both quantitatively and qualitatively. The data was presented, analysed and discussed according to themes derived from the main research question and sub-questions. The quantitative data (closed-ended statements) was analysed statistically by means of the Statistical Package for Social Sciences (SPSS). In the case of the qualitative data (open-ended statements in questionnaires and interviews), similar responses were analysed in themes as per the research question and sub-questions for easy interpretation. Note-taking and tape-recording were done during the interview sessions. Qualitative data were transcribed, coded and analysed. The findings which emerged from the study indicated that intermediate-phase teachers experienced difficulties in implementing the NCS. These were attributed to, amongst others, a lack of resources such as learning material and infrastructure, redeployment of teachers, a high learner teacher ratio, inadequate in-service training and support from the DoE. These factors need to be addressed to enhance the implementation of the NCS and to avoid the repetition of those shortcomings in any future envisaged changes to the curriculum such as the implementation of CAPS.

The research emanated from an investigation of GB7, GB8 and GB9 main contractors in the Eastern Cape Province of South Africa. The study was focussed on the strident economic times in the construction industry following the FIFA Soccer World Cup from August 2010 to December 2012. The research was conducted to identify the key strategy or combination of strategies keeping construction entities in operation. The study further investigates the key elements of a successful turnaround strategy as well as the most effective methods in implementing strategies within construction organizations. The research took the form of an empirical quantitative study where a descriptive survey was used to collect data. Structured interviews were held with the target population to collect data in the field. The study established that geographic diversification was the most effective method utilized by main contractors for survival during the study timeframe. The study also found that lowering of profit margins and preliminary and general amounts were most effective methods in the use of turn around strategies. The study finally concluded that effective steps were taken by main contractors in the Eastern Cape to implement corporate strategies within their organizations. Step by step guidance to all employees on new processes was the key element in successful strategic implementation of a strategy within construction organizations. The research conducted contributes to the strategic management competency within the built environment as well as the existing body of knowledge within the construction industry. All members of the construction industry in South Africa involved with strategic level planning of entities would value the study.

This sociolinguistic study examines issues of corpus, status and acquisition in Language Planning in Sesotho and isiXhosa in the Eastern Cape. Language plays an important role in the lives of its speakers in society as they interact. Chapter 1 of this study provides the background, definitions of terms used, the objective of the study, the statement of the problem, the research methods used and the literature reviewed. Chapter 2 addresses the context, orientations, stages, and frameworks or types of language planning. Corpus planning forms an integral part of this study. This chapter also looks at different ways of developing terminology. Lastly, the chapter discusses the relationship between corpus planning and purism. Chapter 3 provides the other two types or frameworks of language planning namely, status and acquisition planning. Goals of language planning, and variables for language planning are also discussed in chapter 3. Chapter 4 looks at principles of language planning. Chapter 5 deals with the Language-in-Education Policy, the Eastern Cape Provincial Language Policy Framework, language attitudes and responses to language planning and language policy. Chapter 6 presents the findings and challenges facing the development and use of African languages one of which is Sesotho, as prescribed in the Constitution of the country. A few suggestions and different approaches towards language awareness campaigns are presented in this chapter. Lastly, this chapter concludes the study.

The study sought to assess the impact of the Mdantsane Urban Renewal Programme (MURP) in Buffalo City Municipality from an analytical perspective of policy making, policy implementation, strategies and results of the programme. The aim was to analyse and evaluate the policy and implementation framework underpinning the MURP within the auspices of the national Urban Renewal Programme (URP). During the course of the study, literature was reviewed with the aim of contextualizing the study, especially given the ‘controversies’ associated with urban renewal interventions globally. As far as implementation is concerned, the institutional mechanisms, the cooperative government imperatives and the community perspectives are highlighted and reported on. Lastly, the study also proposed different policy and implementation options, as well as an implementation model. This model is advocated as an option for local government consideration with the aim of resolving the urban renewal problematique.

The role of universities in contributing to the development of their host cities is a subject of ongoing scholarly debate. This is because the contemporary complex and competitive economic and technological global environment requires rapid adaptation to shifting opportunities and constraints in a global knowledge economy. Higher education has thus become an engine of development for cities and nations in the developing world. In line with this global trend, the South African government has thus mandated higher education institutions to play a more active role in addressing the development needs of the country. Within this context, this study therefore embarked on an appraisal of the University of Fort Hare’s (UFH) contribution to the development of its host city, East London in South Africa. The study employed a qualitative approach and used semi structured interviews as a primary data collection tool. The sampling technique was purposive sampling as the study targeted key respondents that had rich information about their departments and organisations. The study found that the university interacts with the city on a number of platforms and advisory boards established by some university departments. The main contribution was realised through relevant research carried out by academics in different departments within the city which informs developmental policy for the local government and contributes positively to the private sector. The University of Fort Hare also serves as a major labour supplier for both the public and private sector. The study however established that UFH is not producing technical graduates which are a critical skill in the private sector, specifically in the automotive industry which is the back bone of the city. This skills gap presents an opportunity for the university to expand its programmes so as to address the needs of private industry. In terms of policy, the study recommends the need for a convener or an intermediary to champion collaboration of the university with the city and the private sector.