The physical and psychological security of the Foundation Phase educator is currently a cause for concern. This situation is problematic, in that well–qualified and experienced educators will leave the profession if their security is compromised. In addition, prospective students will be reluctant to enter the profession as Foundation Phase educators if there is a possibility of insecurity in their future workplace. The aim of this research is therefore to investigate and establish the factors, both employment related as well as learner related, that contribute to this phenomenon. This inquiry was done from an Education Law perspective to establish what protection these educators are entitled to in terms of labour and education legislation. Utilising a qualitative research design, a variety of findings and the related implications were established. The most important labour related findings are that, in spite of the well–developed legal framework in South African law, the rights of the educator are perceived to be of secondary importance compared to those of the learners and also that the constant changes, for example in education policies, lead to insecurity. In terms of learner and parent related findings, it is evident that the lack of learner discipline, which can be partly attributed to a lack of parental involvement, contributes to declining educator security. The workplace related findings reflect the teacher– learner ratio as being problematic. In addition, the lack of resources in some schools, as well as a classroom environment that is not conducive to effective teaching and the educators' workload all impact on educator insecurity. It is imperative that the recommendations made should be attended to, in order to minimize Foundation Phase educator insecurity. This must be done to the benefit of both the educators and the learners, who are entitled to quality education. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

The Water Resources Management Act 24 of 2004 will change the water regime in Namibia dramatically. Section 4 of the Water Resources Management Act provides for this change by excluding private ownership of water from the new water law dispensation. This study focused on section 4 of the Water Resources Management Act and the implication that this section will have on property rights in the Namibia. The dissertation firstly outlines the historical development of ownership of water in Namibia. It is indicated that private ownership of water was an established principle under Roman-Dutch law. A further examination of Roman-Dutch law reveals that surface water could be divided into private and public water. Public water belonged to the whole nation, while ownership of private rivers was vested in the land owner. Under South West Africa’s water legislation, the Irrigation and Water Conservation Act 8 of 1912 and the Water Act 54 of 1956 maintained the distinction between public and private water. However, the Water Act of 1956 expanded the definitions of both public and private water, and acknowledged that the land owner where the water found its source or flowed over, could exercise the exclusive use rights of such water. The Water Resources Management Act has been approved and published in the Government Gazette. However, it has not yet come into force as a date for commencement of the Act, as prescribed by section 138(1)(b), has not yet been determined by the Minister. Once the Act is in force, the Water Act will be repealed as a whole. Section 4 of the Water Resources Management Act will abolish the private ownership of water in Namibia. This is clearly in violation of article 16 of the Namibian Constitution of 1990, which provides for private ownership of water when read with article 100. Therefore, the research concludes that the Water Resources Management Act will dramatically affect property rights in Namibia. Under the Water Resources Management Act there will be no private ownership of water, and the affected person will have no recourse under the Act to claim compensation. / LLM (Environmental Law and Governance), North-West University, Potchefstroom Campus, 2014

This study focuses on the discretionary inter vivos trust. It specifically investigates what the discretion of a trustee comprises and in which circumstances (if any) the court may amend the trustee‟s discretion as stipulated in the deed of trust. In order to make any meaningful conclusions, the different types of trusts, and more specific the way in which trusts are classified, needs to be researched. An inter vivos trust is classified as a contract for the sake of a third. Consequently contract law rules are applied in the interpretation and amendment of an inter vivos trust. The source, goal and tenor of a trustee‟s discretion, as well as the circumstances wherein this discretion may be amended, are investigated. The general rule is that courts have no discretion to amend a trust, but there is an exception to the rule. In accordance with article 13 of the Trust Property Control Act 57 of 1988 courts do have the power to amend or cancel the deed of trust in certain circumstances. In Potgieter and Another v Potgieter NO and Others 2012 (1) SA 637 (HHA) the court ruled that the power granted by article 13 does not enable judges to create law by amendment of the deed of trust according to their subjective interpretation of what is fair and just. The facts of the Potgieter case serve as problem statement for this study by focusing on the problems and unjust consequences of the strict application of contract law rules on a trust when the court does not take the changing circumstances of the trust founder into account. / LLM (Estate Law), North-West University, Potchefstroom Campus, 2014

The Water Resources Management Act 24 of 2004 will change the water regime in Namibia dramatically. Section 4 of the Water Resources Management Act provides for this change by excluding private ownership of water from the new water law dispensation. This study focused on section 4 of the Water Resources Management Act and the implication that this section will have on property rights in the Namibia. The dissertation firstly outlines the historical development of ownership of water in Namibia. It is indicated that private ownership of water was an established principle under Roman-Dutch law. A further examination of Roman-Dutch law reveals that surface water could be divided into private and public water. Public water belonged to the whole nation, while ownership of private rivers was vested in the land owner. Under South West Africa’s water legislation, the Irrigation and Water Conservation Act 8 of 1912 and the Water Act 54 of 1956 maintained the distinction between public and private water. However, the Water Act of 1956 expanded the definitions of both public and private water, and acknowledged that the land owner where the water found its source or flowed over, could exercise the exclusive use rights of such water. The Water Resources Management Act has been approved and published in the Government Gazette. However, it has not yet come into force as a date for commencement of the Act, as prescribed by section 138(1)(b), has not yet been determined by the Minister. Once the Act is in force, the Water Act will be repealed as a whole. Section 4 of the Water Resources Management Act will abolish the private ownership of water in Namibia. This is clearly in violation of article 16 of the Namibian Constitution of 1990, which provides for private ownership of water when read with article 100. Therefore, the research concludes that the Water Resources Management Act will dramatically affect property rights in Namibia. Under the Water Resources Management Act there will be no private ownership of water, and the affected person will have no recourse under the Act to claim compensation. / LLM (Environmental Law and Governance), North-West University, Potchefstroom Campus, 2014

This study focuses on the discretionary inter vivos trust. It specifically investigates what the discretion of a trustee comprises and in which circumstances (if any) the court may amend the trustee‟s discretion as stipulated in the deed of trust. In order to make any meaningful conclusions, the different types of trusts, and more specific the way in which trusts are classified, needs to be researched. An inter vivos trust is classified as a contract for the sake of a third. Consequently contract law rules are applied in the interpretation and amendment of an inter vivos trust. The source, goal and tenor of a trustee‟s discretion, as well as the circumstances wherein this discretion may be amended, are investigated. The general rule is that courts have no discretion to amend a trust, but there is an exception to the rule. In accordance with article 13 of the Trust Property Control Act 57 of 1988 courts do have the power to amend or cancel the deed of trust in certain circumstances. In Potgieter and Another v Potgieter NO and Others 2012 (1) SA 637 (HHA) the court ruled that the power granted by article 13 does not enable judges to create law by amendment of the deed of trust according to their subjective interpretation of what is fair and just. The facts of the Potgieter case serve as problem statement for this study by focusing on the problems and unjust consequences of the strict application of contract law rules on a trust when the court does not take the changing circumstances of the trust founder into account. / LLM (Estate Law), North-West University, Potchefstroom Campus, 2014

Text in Afrikaans / The Convention on the Rights of the Child was adopted by the United Nations General Assembly on 29 November 1989. Included in the inherent rights set out in the Convention is the right to the highest attainable standard of health. In implementing the Convention states parties must refer to the requirements of article 2 of the Convention, which places them under a duty to respect and ensure the rights in the Convention to each child. The term “respect” implies a duty of good faith to refrain from actions which would breach the Convention. The “duty to ensure”, however, requires states parties to take whatever measures are necessary in order to enable children to enjoy their rights. A state party must also review its legislation in order to ensure that domestic law is consistent with the Convention. South Africa showed commitment to protecting and promoting children’s health when it ratified the United Nations Convention on the Rights of the Child in 1995 and subsequently adopted the Constitution of the Republic of South Africa, 1996, which includes provisions guaranteeing the health rights of children. South Africa also showed commitment to give legislative effect to the protection and promotion of children’s health by reviewing the Health Act 63 of 1977 (reviewed as the National Health Act 61 of 2003) and the Child Care Act 74 of 1983 (reviewed as the Children’s Act 38 of 2005). The review of the Child Care Act 74 of 1983 revealed that the act is virtually silent on the issue of child health. This led to the decision to identify and evaluate existing policy and legislation, as well as pending relevant law reform and policy affecting child health in order to assess how well South African legislation addresses the issue. The research showed that although much legislation exists, none provides comprehensively for child health rights. The legislation that does exist contains obvious gaps. Most importantly, there is no reference to the core minimum requirements for the state in providing for the health of children, particularly in the way of health services and nutrition. Further, there is a complete lack of legislation which protects the health needs of disabled children. A comparative study was also undertaken. Legislation of India and Canada were evaluated in order to make recommendations as to how the gaps in South African legislation can be rectified. However, the research showed that South Africa has made far more significant progress in promoting a rightsbased approach to children’s health in legislation. In order to ensure that the health rights of children are protected and promoted, I propose more comprehensive legislative protection. / Private Law / LL.D.

Text in Afrikaans / The broad focus of the thesis is an analysis of the meaning and the modern development of the doctrine of the separation of power (trias politica) and the application thereof in the constitutional development in South Africa. The first chapter outlines the historical restrictions that were placed on governmental authority by the trias politica doctrine. In the following chapter the application of the trias politica doctrine in different governmental systems (parliamentary, presidential and semipresidential) are analysed. In the third chapter an analysis is made of the constitutions of the former Boer republics, chronologically followed by an analysis of the 1909, 1961 and 1983 Constitutions, to establish to which extent the trias politica doctrine was incorporated in the respective constitutions. In the subsequent chapters, the focus shifts to the constitutions in the post democratic era, namely the 1993 interim Constitution and the 1996 (final) Constitution. It is evident that the new supreme Constitution and an independent judiciary yielded to a stronger adherence to the separation of power principle. It is also evident that the retainment of the parliamentary system, with a fused legislature and executive authority, inhibited a stronger separation of power. The inclusion of sosioeconomic rights in the Constitution resulted in a more direct involvement in governmental policy. However, the Constitutional Court managed to maintain a fine balance between reviewing policy and the formulation of policy. In the closing chapter a short summary is provided, followed by comments on possible alternatives to the existing system to ensure a stronger separation of powers. / Public, Constitutional and International Law / LL. D. (Constitutional, International and Indigenous Law)

Text in Afrikaans / The broad focus of the thesis is an analysis of the meaning and the modern development of the doctrine of the separation of power (trias politica) and the application thereof in the constitutional development in South Africa. The first chapter outlines the historical restrictions that were placed on governmental authority by the trias politica doctrine. In the following chapter the application of the trias politica doctrine in different governmental systems (parliamentary, presidential and semipresidential) are analysed. In the third chapter an analysis is made of the constitutions of the former Boer republics, chronologically followed by an analysis of the 1909, 1961 and 1983 Constitutions, to establish to which extent the trias politica doctrine was incorporated in the respective constitutions. In the subsequent chapters, the focus shifts to the constitutions in the post democratic era, namely the 1993 interim Constitution and the 1996 (final) Constitution. It is evident that the new supreme Constitution and an independent judiciary yielded to a stronger adherence to the separation of power principle. It is also evident that the retainment of the parliamentary system, with a fused legislature and executive authority, inhibited a stronger separation of power. The inclusion of sosioeconomic rights in the Constitution resulted in a more direct involvement in governmental policy. However, the Constitutional Court managed to maintain a fine balance between reviewing policy and the formulation of policy. In the closing chapter a short summary is provided, followed by comments on possible alternatives to the existing system to ensure a stronger separation of powers. / Public, Constitutional and International Law / LL. D. (Constitutional, International and Indigenous Law)