Magister Chirurgiae Dentium (MChD) / The evaluation aimed to assess the effectiveness of the school oral health education (ORE) programme in Thamaga, a rural village about 40km west of the capital Gaborone. The Oral Health Division (Botswana) had introduced the programme in schools throughout the country in 1984. The school ORE programme in Thamaga was introduced less than five years previously but not all schools could be covered before the time of the study. The delivery of weekly dental services at the primary hospital in the area had been inconsistent. The evaluation assessed the effectiveness of the programme in a cross-sectional study by comparing dental health knowledge, reported oral hygiene practices, DMFS scores and gingival bleeding index of randomly selected standard five schoolchildren, aged 10-16 years (n=135). Two schools in Thamaga were selected for the study, designated as programme (experimental) and non-programme (control) schools in this comparative study. The hypothesis proposed that children from the programme school will have better oral health (less dental caries and gingivitis), have better dental health knowledge and better oral hygiene practices than children from the non-programme school. The effects of this school ORE programme were measured firstly by a clinical examination for dental caries using the WHO DMFS index and for gingivitis using a bleeding index derived from the WHO CPI. This was to compare the proportion of children with these dental diseases in the two schools. Secondly, a close-ended questionnaire was administered to the children to assess most importantly, their knowledge of dental diseases (dental caries and gum disease) and their reported OH practices. The extent of correct dental health knowledge was minimal but about 88 percent of all the schoolchildren from both the programme and non-programme schools (n=135) reported their source of information as being the school. Generally, children from the non-programme school had higher average scores of correct responses on dental caries and gingivitis than those from the programme school. This difference in knowledge was not statistically significant (p>O.05).It was apparent from the results of the interview that the majority of the children have misinformation about disease-specific signs and symptoms, causes and prevention of dental disease, the use and benefits of fluorides and dental floss. The majority of the children reported that they do self-examination of their teeth and gums daily and the commonly reported OH practices were the use of a toothbrush and toothpaste at least twice a day. However, these reported oral hygiene practices were not commensurate with the level of gingivitis recorded. Out of all the study participants, only one child from the programme school reported using a chewing stick for cleaning teeth. The majority of the children were found to have poor periodontal health indicated by gingivitis. About 90 percent and 82 percent of the children from the programme and non-programme schools respectively had gingivitis. Only 10 percent (programme) and 18 percent (nonprogramme) of the children did not have any bleeding-gingival sites (GBI=O). The poor oral hygiene found in children from the programme school might imply that the practical aspects of plaque control and oral hygiene were not intensive enough to motivate the children. Most children were found to have minimal caries; mean DMFS scores of 0.14 (SD=0.49) and 0.12 (SD=0.45) for programme and non-programme schools respectively and 91 percent caries-free for each of the two schools. These differences were not statistically significant (p>0.05). The low prevalence of caries and the minimal difference between groups might be attributed to the following; the low prevalence of dental caries at baseline and the action of fluoride in drinking water. The study indicates that the programme has had a minimal impact if any, in the programme school. The findings suggest a need to correct the prevailing basic misinformation about dental health and motivation of teachers and the dental team to be more involved in the programmes.

Although many extraneous variables such as different countries, levels of economic development, technologies, and politics are as important in determining the success of a project as its budgeting and finance, this report is solely from the finance and budgeting perspective. It is shown that projects in the United States have a systemic budgeting process, based on sound concepts of planning and control. In contrast, financial and budgeting planning is underdeveloped in the two projects examined in Nigeria. It is desirable that the least developed countries seek expert advice before embarking on any environmental health services programmes which may lead to the waste of resources if not properly planned and managed.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / Leaners’ performance in schools is attributed to several factors that include Teacher Profession Development (TPD) programmes provided by teachers in various schools. Teachers expressed that they do not derive much satisfaction from them.Consequently, teachers continue to use their old, ineffective methods of teaching. Informally, teachers have referred to challenges around resources, time, and expertise of trainers and modes of implementation as contributing to their dissatisfaction in the programmes. This study sought to investigate the perceptions of teachers on the TPD programmes carried out in schools by the TPD facilitators. The study was conducted using the qualitative research approach which allowed for an in-depth understanding of the phenomenon under review. Interpretive research paradigm was adopted as well as the case study research design. Six schools were purposefully selected in the district understudy; a teacher was picked to represent each school chosen. Data was collected through individual interviews. In the same vein, data collected in the interviews was deemed sufficient and rich by the researcher to conclude the project. Data was analysed and presented in themes and categories which enabled the researcher to cluster similar responses from the participants. The main findings of this study revealed that: teachers have different perceptions on the importance of TPD programmes, they also indicated that strategies such as more training time, use of technological devices during TPD training and teachers involvement in curriculum development are important in enhancing TPD programmes. The study recommended that principals should organise training seminars and workshops on the application of discipline strategies/methods, management strategies and intervention programmes. Keywords: Teachers, professional development, training and programmes

Magister Artium - MA / Comprehensive policies exist to tackle Nigeria’s poor maternal, neonatal and child health (MNCH) indices, but departures from policy intent during implementation result in less than expected outcomes. In Nigeria’s federal system of government, national level policies are transferred to subnational level, the states as mediators of for implementation. Executive powers at the state level reside with governors. This study aims to contribute to a better understanding of the role of states in policy implementation, taking a historical and comparative view of implementation of three complex programmes, which had intergovernmental collaborative aspirations. Study was set in two (subnational) states (Anambra and Ebonyi). In addition, national level data were collected from Abuja – Federal Capital Territory, where policymaking is domiciled. A qualitative case study design triangulated information from document reviews (69) and in-depth interviews (44). Emerson’s integrated collaborative governance (CG) framework was used to examine the overarching multi-level governance and how this impacted the policy process.

Magister Artium - MA / Chapter 1 deals with the theoretical issues involved in the study of language as a social phenomenon. It traces the development of the sub-discipline of sociolinguistics and the contribution of sociologists and anthropologists to the study of the relation between society and language.

Bibliography: leaves 105-111. / HIV/AIDS poses a global medical epidemic threatening social and economic development in most developing countries. Sub-Saharan Africa currently bears the brunt of the epidemic with close to 30 million people infected with the disease. South Africa has the second fastest growing infection rates in the world as at December 2002. Currently no known cure for the disease exists. Interventions involve education and awareness programs and multiple therapy medical treatment. The aim of this thesis is to evaluate the perceptions and knowledge of participants at the Shell AIDS Champions workshop. The research used a triangulatory approach utilizing pre-test and post-test survey questionnaires group discussions, participant observation and semi-structured interviews. 22 participants from Shell Southern Africa and Easigas attended the workshop. Statistical techniques were applied to the questionnaire findings. Content analysis was used to analyse the qualitative data. Findings from the evaluation indicate that participant perceptions show agreement with current Shell policy on HIV/AIDS. The findings show that the major impact of the workshop was observed on the knowledge-based section of the evaluation. The results of the evaluation confirm that participant knowledge was increased through participation in the AIDS Champions workshop.

A thesis submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018 / The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked implementation challenges. The main aim of this study was to investigate challenges facing educators in schools in the rural areas in the implementation of CAPS and develop a support programme for them to promote the quality of teaching and learning in these rural schools. This quantitative study used simple random sampling using a self-administered questionnaire to collect data from five hundred rural based educators. The instrument was shaped and enriched by consulting a wide range of literature on the subject to ensure its validity. Quantitative data was analysed using Statistical Package for Social Science 18 (SPSS 18) and Chi- square statistics. Results established challenges that educators are facing through lack of support programmes in the process of implementing CAPS in rural schools. It was also revealed that the majority of rural educators are not effective in implementing CAPS as they are not given support programmes. The findings of this study should assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement in a manner that it would promote quality teaching and learning. The study concludes that rural educators need to be supported for the implementation of Curriculum Assessment Policy Statement. The study recommends the implementation of the support programme to rural educators for the effective implementation of CAPS. Further research into the development of support programme in South African rural educators should be undertaken. / National Research Foundation of South Africa (Grant Number: CPT160513164973 and 105246).

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in the Department of Educational Psychology at the University Of Zululand, 2018 / The rapid increase in HIV/AIDS infections and its effects in families and communities are vast. Around the world, young people are at the centre of the HIV epidemic. They are at high risk for HIV/AIDS infection and are, therefore, in need of targeted interventions. As a result, South African Government has established HIV/AIDS Care and Support Program to be implemented in schools by educators. The purpose of this study is to explore educators ‘attitudes towards this HIV/AIDS Care and Support Program for high school learners in Zululand District. The study seeks to explore how educators in high schools view schools as centres of care and support for learners infected and affected by HIV/AIDS; and also explore their beliefs about HIV/AIDS Care and Support Program being implemented in schools by educators; as well as factors that affect the effective implementation of the program. The results of this study should contribute to the research in the area of Sexuality Education in schools and influence the design and the implementation of HIV/AIDS Care and Support Program in high schools. The structured interviews with ten educators from ten high schools in Zululand District, comprising of five females and five males Life Orientation educators were conducted. The results reveal that the educators have positive attitudes towards HIV/AIDS Care and Support Program. However, they believe that the implementation of the program does not form part of their responsibility as educators due to lack of expertise, time, and support from school management and parents. The study also found that factors such as lack of effective training, lack of support from school management, lack of parental involvement, as well as confidentiality, hinders the effective implementation of HIV/AIDS Care and Support Program.

Thesis submitted in accordance with the requirements for the award of the Degree of the Master of Arts in Social Work At the University of Zululand, Department of Social Work Faculty of Arts, 2011. / The major objective of this study was to assess the impact of socio-economic status of the people at uMhlathuze municipality on participation in developmental programmes. A qualitative and quantitative mixed method was applied to investigate perception and attitude on participation of people in development programmes. To guide and direct this study four research questions were formulated and transformed into research hypotheses. The multi-stage random sampling technique was used to sample sixty respondents from eight communities in the research area who completed all the questionnaires items were actually used in the analyses. The hypotheses formulated were tested using the Statistical Programme for Social Science, version 18.0 (SPSS), the Pearson Chi-square test and minimum likelihood expected count ratio analysis were used. Results revealed that income level have significant impact on participation of people in developmental program in the study area; also that alternative income in terms of incentives or stipends provided by the facilitators improves participation in development programmes. Employment statuses have not contributed towards participation in development programmes and that time constraints were a major factor. Prior occupational status and prior satisfaction of previous programmes enhances participation. Small family sizes have impacted significantly to participation. Educational attainments have impacted significantly towards participation. The study found out that, programmes such as the SMMES on skill acquisition, Craft, Tourism and Housing development, have not contributed to alleviate poverty in that people are not aware or well informed of such programs. The study recommended that information dissemination, political tolerance, formation of pressure groups, regular meeting attendance, and provision of supportive policies were factors that would encourage and enhance participation in developmental programmes. Further studies should be geared towards policies that should enhance workers and business peoples’ participation in development programmes.

Submitted in partial fulfillment of the requirements for the degree of Masters in Community work at the University of Zululand in the Department of Social Work, 2010. / The advent of the democratic transformation in South Africa during 1994, brought with it high hope that income , poverty and inequity would soon be significantly reduced from the high levels that existed during the Apartheid era. Though the development approach was adopted by the Department of Social Development in 1997, it has, however, not yet achieved its purpose. The poverty alleviation programme came as a ubstitut4 of maintenance grants. The grants were phased out in the period of three years whilst the Department of Social Development ws introducing the new approach of funding community projects. The study is about the impact of income generating projects by women in Utrecht area. The study was conducted on poverty alleviation projects funded by the Department of Social Development. An evaluative research method was followed in wwhich data was gathered through semi-structured interviews. A sample of twenty projects was drawn and respondents were interviewed where two were from each project. Related literature has been reviewed that focuses on poverty alleviation and income generating projects. .Various recommendations have been made on the findings of the study. The findings of the study indicated the need for training project members in capacity building. Project members also need to be motivated in one way or another so that they can develop a sense of ownership and work hard for the success of their own projects. Progress in poverty alleviation has been very slow and uneven. Community projects have failed poverty-stricken communities to improve their socio-economic standards. The research findings indicated clearly that the strategies and policies were not effective enough in achieving the desired goals of poverty alleviation. It has been noted that what actually made programmes for poverty alleviation to be disabled ea its implementation in the community.