Most hostels are being redeveloped through the Hostel Redevelopment Programme from single sex accommodation to rental (family) units. The study was conducted on the City Deep and Nobuhle Hostel Redevelopment Projects as implemented in the City of Johannesburg Metropolitan Municipality (COJMM). Hostel Redevelopment Projects proved to contribute positively towards addressing the challenges and housing shortages in Johannesburg, Gauteng Province. There is a need for Government to plan other projects concurrently with the Hostel Redevelopment Projects as an attempt to deal with the displacees resulting from the Hostel Redevelopment Projects. Furthermore, there is also a need to redevelop each hostel in its totality as opposed to only a few phases of improvement. There is also a need for Government (COJMM) to design frameworks that will guide any proposed Hostel Redevelopment Project as an attempt to achieve uniformity. These frameworks need to include the management of the final product. Lastly, Government should make funding for the maintenance of public hostels available prior to hostels being redeveloped. / Public Administration and Management / M. Tech. (Public Management)

M.A. / The provision of adequate housing is one of the critical components in ad dressing the political, economic and social challenges facing South Africa. The housing development strategy in the Greater Johannesburg Transitional Metropolitan Council UMC) was investigated because, if it should fail, it would have far reaching implications for the rest of the country since the Greater Johannesburg area is the engine room of South Africa. The primary objective of this research project is to establish the main causes for the perceived slow delivery of housing in the Greater Johannesburg TMC's area of jurisdiction. A literature study on housing development is done in order to compare the South African hou—sing context with the international housing field. Relevant terms and definitions are conceptualised and a brief discussion is given of housing in the macro environment to give a holistic perspective. The chapter on the South African context gives a brief historical outline of the institutional framework of housing in South Africa to put the housing delivery process in its proper perspective. The housing backlog and the Central Government's housing budget and subsidy scheme are considered and analysed. A brief overview is given of the background of the establishment of the Greater Johannesburg TMC and it's organisational structures. The empirical findings of the research project regarding the provision of housing in the Greater Johannesburg area indicates that the Transitional Metropolitan Council is not ' ready or geared to meet the housing challenges in its area of jurisdiction. Recommendations are based on the empirical data and the theoretical information obtained during the research for this dissertation.

M.A. / The South African development context is characterized by high levels of unemployment and poverty. It is therefore imperative to address these two aspects if any advancement in regard to development is to be achieved. Several options are available to development agents and government structures alike. The pre-requisite, however, for the selection of an option is sustainability. A Public Works Programme (PWP) holds the potential of impacting on South Africa's high levels of unemployment and poverty. Although this programme needs to be implemented alongside similar economic upliftment initiatives, a PWP can contribute significantly to the improvement of the SA development situation. The nature of a PWP has changed from purely creating jobs, to including training and education as essential components of a PWP. Only by including the latter components, can a PWP be deemed sustainable and impact directly on the lives of the participants. With the transformation to a new political dispensation in April 1994, SA also embarked on formulating a holistic and comprehensive development approach and vision. The final product was the Reconstruction and Development Programme. This Programme established the broad framework in which development policy and implementation take place. The RDP consists of various development aspects, all aimed at improving the SA development context. One of these aspects is focused at the upliftment and stimulation of the economy. The PWP forms part of the overall economic strategy. From this theoretical point of departure, the National PWP was formulated. One of the main factors that contributed to the slow development and implementation of the NPWP was the absence of local government structures. Local government structures underwent similar changes to those experienced at national level. In addition to the structural and geographical changes, the responsibilities of local government increased due to decentralisation of powers and functions from national government. Now local government holds the position of "development facilitator" instead of being a mere supplier of municipal services. Local economic development within the specified area has been emphasised as an urgent matter that needs to be developed and supported by local government. The NPWP fits perfectly into this mould. This study investigates the nature of the NPWP and the role of local government in its implementation with specific reference to a Gauteng local authority, the Greater Johannesburg Transitional Metropolitan Council.

This research study seeks to examine the impact of Outcomes-Based Education (OBE)from a developmental perspective in the Eastern Cape. Two schools were selected as research sites, one from a previously advantaged area and the other from a previously disadvantaged area. These schools were evaluated on their understanding of OBE and its relationship to development. OBE was introduced in South Africa under controversial circumstances because of the legacy of apartheid education from which we are coming. Because of that, schools in South Africa reflect the inequalities that are resulting from apartheid legislation. In 1994 the government introduced the Reconstruction and Development Programme (RDP) to eradicate all the discrepancies resulting from apartheid. On the educational sphere, OBE was the curriculum policy aimed at eradicating the legacy of apartheid education. The then Minister of Education was convinced that OBE or Curriculum 2005 would be a developmental approach to education and would take South Africa into the 21st century. Ever since its introduction, educators have encountered many problems with the implementation of OBE, especially in the previously disadvantaged areas of the Eastern Cape. The researcher used semi-structured interviews to collect data from the respondents. However, one set of questionnaires was prepared for the educators, students, parents and education government officials. Because of the qualitative nature of the questionnaire the data collected was also analyzed qualitatively. Each question was analyzed from each of the focus groups and the researcher established findings that were analyzed in relation to the literature review. The researcher then was able to reach his own conclusions on the impact that OBE has on the South African education system and recommendations on what could be done for OBE to be successfully implemented and to be developmentally effective in previously disadvantaged areas of South Africa. The recommendations propose useful interventions, which could be made by the government to assist all the stakeholders involved in education in both an understanding and better implementation of OBE in Previously Disadvantaged Areas (PDA’s). They include provision of support to stakeholders and that teachers should be taught about the relationship between OBE and reconstruction. The research study focuses mainly on OBE and its relationship to development in urban or Previously Advantaged Areas (PAA’s) of two Eastern Cape schools. It will be relevant to the Eastern Cape Education Department in its efforts to implement OBE in schools and it could be a source of knowledge to educators. The conclusion that has been reached, however, is that there is a lot of ignorance about this new system of education to both educators and parents. There is also evidence of ignorance to matters pertaining to the relationship between OBE and it’s relationship to the Reconstruction and Development Programme (RDP). A major recommendation that is made then is that for OBE to be relevant in the South African context, it should help to improve the lives of ordinary people in South Africa, especially in Previously Disadvantaged Areas.

D.Cur. / South Africa is currently undergoing radical transformational changes in all facets of its society. This is an era immediately following the first democratic elections in the country. The new Government, the Government of National Unity (GNU) which is dominated by the African National Congress (ANC), has introduced what is known as the Reconstruction and Development Programme (RDP)(ANC, 1994), which seeks to redress disparities of the past. This programme has significant social, political and economical implications for the South African community. It proposes that statutory bodies and institutions should be rationalized and restructured to reflect the diversity of the South African people and should be better able to promote and protect the standards of health care and training. It aims to, inter alia, promote mental health and to increase the accessibility, quality and quantity of mental health support and counselling services. In line with this goal and based on problems that arise because of anxieties and fears that are inherent in change, the mental health of nurse educators and nursing students of a selected nursing college was investigated utilizing a qualitative, theory – generative design which is exploratory, descriptive and contextual in nature. The study was conducted in two phases. In Phase 1, in-depth phenomenological interviews were conducted individually with ten nurse educators and nine nursing students to explore and describe their experience of interaction with one another. Follow-up interviews were also conducted with some of the participants. Data was analysed using Tesch's method. Based on the results of the analysis, the major concept, understanding was identified as the essence of a model for constructive nurse educator - student interaction envisaged. In Phase 2, a theory -generative design was utilized to develop a constructive nurse educator - student interaction model, founded on a mental health approach. The identified concept was examined in existing writings to determine essential criteria of the concept. In addition, a model case was written in which the concept was constructed to the best of the researcher's understanding. Essential criteria of the concept were identified and a concept map was drawn to depict the essential criteria in relation to each other. The related concepts were identified and portrayed in a structural form. The visual model depicts nurse educators and nursing students who function as a family, as the recipients of activity, and the advanced psychiatric nurse practitioner, who facilitates their interaction, as the agent. By utilizing the deductive reasoning strategy, relationship statements were inferred from the model. Guidelines were described for the advanced psychiatric nurse practitioner with regard to all three phases, namely, the Interaction Initiation Phase, the Interaction Cohesiveness Phase and the Interaction Dissolution Phase, in terms of objectives, strategies and proposed activities.

M.Tech. (Architectural Technology) / Alexandra's Far East Bank, formerly an apartheid buffer zone, is caught up in a reactive process by government to provide both housing and public transport. This process has resulted in a segregated relationship between the Marlboro Gautrain Station and the adjacent Reconstruction and Development Programme (RDP) housing scheme. The station is completely cut off from the immediate community by a perimeter fence with 24-hour security. This further entrenches the division between the Gautrain commuters and surrounding community. This forced physical relationship sets up an opportunity to design and create a space that aims to straddle the current socioeconomic gap. After on-site investigation and research, a This project would be the first catalytic response to the City of Johannesburg’s Regional Spatial Development Framework (RSDF) for Region E (CoJ 2009/10: 149). The

Philosophiae Doctor - PhD / The primary intent of this study was to seek solutions to the practical problems experienced by practitioners in their management of child abuse cases. A fundamental problem regarding the current management of child abuse is that there is no guarantee that a child entering the child protective system will be dealt with in terms of a set procedure and/or protected against further abuse. To address this problem in the Western Cape, the Intervention Research (IR) methodology (Rothman & Thomas, 1994) was used to develop a Protocol for the Multi- Disciplinary Management of Child Abuse and Neglect. The protocol was designed for agencies that intervene in instances of child abuse. It establishes criteria and procedures for interdisciplinary co-ordination and effective case management, delineates the professional roles and responsibilities and provides step-by-step intervention procedures. The Intervention Research Design and Development methodology provided a useful framework to apply social science research methods to child protective practice and policy reform. IR focuses on the design of practice guidelines for intervention and policy reform. It can be conducted in a diversity of practice settings and therefore enhances collaborative efforts and inter-agency exchange among practitioners and among practitioners and universities. The study evolved through six phases involving inter-as well as intra-disciplinary activities. These activities were guided by systematic and deliberate research procedures, techniques and instruments. The research phases included: problem analysis; information gathering and synthesis; the development and design of the protocol; testing the protocol through a process of workshops and finally, the launch and dissemination of the protocol. A core element of the study was the active participation and collaboration of a broad range of key stakeholders, including: victims of child abuse, their families, service providers, and policy makers. The methods and instruments used were therefore designed to enhance participation and included interviews, workshops and observation of court processes. The bottom-up approach and collaborative design enhanced the level of contextual relevance, ownership and the commitment of stakeholders. As a demonstration of this commitment, the protocol has been endorsed by the Ministry of Justice and the Ministry of Health and Social Services of the Western Cape. The Department of Social Services has committed financial support to the project and is pilot testing it in three districts. The study cautions that protocols alone cannot eradicate and solve all the problems in the child protective field and asserts that there is an urgent and critical need to develop and to implement a National Strategy on Child Abuse. Such a National strategy should include legislation that supports and enforces all aspects of a national policy on child abuse. At minimum, national policy should ensure consistent political will and leadership. This means that broad statements about the obligations of politicians and state officials is not enough. These should be followed by specific accountability and measuring mechanisms for enforcement. State policy should also provide guidelines for standardized and appropriate working conditions, recruitment and training of staff. Furthermore, it should provide for a broad array of effective and accessible services to all children and families and the co-ordination of such services. Finally, legislation should include specific obligations regarding the appropriation of adequate and flexible funding to see that commitments made to children are realised.

No abstract available / Development Studies / M.A. (Development Administration)

Momentous choices and opportunities have opened up in South Africa since a settlement was successfully negotiated and a new political and constitutional dispensation was created. Events such as the constitutional negotiations and the establishment of reconstruction and development initiatives have placed a renewed emphasis on development management, process facilitation and the development of policy. This study provides an overview of the broad field of policy studies and specifically focuses on policy process models. In particular, this study centres on the further development of the generic process model and provides an overview of the application thereof to the operational environment. From this, simulation exercises and case study material have been developed as policy learning methodologies. Institutional arrangements for policy processes and the institutionalisation of policy and related support capacities at intergovernmental and organisational level receive particular attention. The study demonstrates the application of the generic process model by applying the framework to a case study based on the provincial demarcation exercise. This study concludes that policy management, as a cross-cutting, lateral methodology, in conjunction with similar methodologies, such as strategic planning, research methodology and project management, should be regarded as a critical tool, by the academic community and development practitioners alike, for improving the decision-making capacity of government, the private sector and civil society. / D.Litt. et Phil. (Development Administration)

The importance of formal education in socioeconomic development is an established fact. Formal education leads to better living standards through improved productivity, health and earnings. However, opportunities to acquire quality education are a function of a country's economic policy. This study inquires into the capacity ofthe South African macroeconomic strategy of Growth, Employment and Redistribution( GEAR) to afford people the opportunities to get quality education. The study shows close linkages between GEAR and structural adjustment programmes( SAPs). The study argues that SAPs and thus GEAR tend to have negative impact on the poor as social spending is reduced and education gets affected. This study concludes that GEAR is likely to impoverish the public formal education system, particularly in poorer communities. / Development Studies / M. Admin. (Development Administration)