Thesis (MPhil)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study is guided by the question: what is done to sustain early childhood development (ECD) in South Africa? The research is conducted in is selected rural areas in Namaqualand and the Karoo. A selection of ECD centres is taken as the study material. In depth interviews and workshops were conducted with various role-players connected to ECD to provide case material for analysis. Apart from the findings of this research the study concludes with a number of recommendations of how to address questions of sustainability, self-reliance and development of these centres and the communities they are located in. The study is contextualised within the situation of wide-spread and ingrained poverty amongst the communities living in rural areas in South Africa. The study pleas for explicit educational policy reforms, a stronger role to be played by government institutions on all levels and by community institutions such as churches, the empowerment of . women and the organisational reform of ECD centres. The overall theme is that the education of young people is paramount to the development of communities. The self-reliance of the centres is primarily depended on the sustainability of community life as a network of social and economic relations. The first chapter introduces the research problem, the reasons why this study is deemed necessary and a framework of the research process. It includes a description of the context and methodology of the study. The second chapter outlines the concepts of self-reliance, development and sustainability from the point of view of the progressive and participatory paradigms, the basic requirements for sustainable development, such as lifelong learning for all people and the interdependencies that enhances progress and development. Chapter three is devoted to Early Childhood Development (ECD). A historical overview and the current status of ECD, including government policy, in South Africa is presented. The gaps existing between the different echelons that are directly or indirectly involved in ECD are identified. The fourth chapter deals with ECD sites. Their objectives and the benefits for ECD education as well as care-taking strategies are described and researched. The multidimensional purposes and tasks with respect to children and parents as well as the community are especially highlighted. Chapter five develops the integrating function of ECD sites within community further. The focus is on the various interdependencies and relationships between an ECD site and its environment. The role of parents, women and their ties with ECD and local churches, especially within rural communities, is analysed. Also, the wider community, the different organisations that has relationships with ECD, the practical utility of networks, and the contribution of government structures are dealt with. Chapter six outlines the conditions that will enhance and enable an ECD site to become more sustainable and self-reliant. Finally, chapter seven proposes conclusions and recommendationsflowing from this study. The most basic condition is education and learning. The idea of a culture of lifelong learning for all is stressed and it is proposed that this should start at the youngest possible age. ECDs should therefore have a strong impact on learning. The main contributors to this process are women, local churches, the different tiers of government and lastly, funding organisations. / AFRIKAANSE OPSOMMING: Hierdie studie word gelei deur die vraag: wat word gedoen om die volhoubaarheid van vroeë kinderontwikkeling (ECD) in Suid-Afrika te verseker? Die navorsing is in geselekteerde landelike gebiede van Namakwaland en die Karoo uitgevoer. 'n Seleksie van ECD sentrums is as studiemateriaal gebruik. In diepte onderhoude en werkswinkels is onderneem met verskeie rolspelers in ECD om toepaslike gegewens vir ontleding te verskaf. Afgesien van die bevindinge van die ondersoek wat beskryf word, kom die studie tot gevolgtrekkings en aanbevelings oor hoe om die volhoubaarheid, selfvoorsiening en ontwikkeling van hierdie sentrums en die gemeenskappe waarin hulle gevestig is, te verseker. Die ondersoek is gekontekstualiseer binne die situasie van wydverspreide en ingegroeide armoede in die gemeenskappe van landelike gebiede in Suid-Afrika. Dit lewer 'n pleidooi vir uitdruklike opvoedkundige beleidshervormnings, 'n sterker rol deur regeringsinstansies op alle vlakke en deur gemeenskapsinstellings soos kerke, die bemagtiging van vroue en die organisatoriese hervorming van ECD sentrums. Die algehele tema is dat die opvoeding van jong mense allesoorheersend is in die ontwikkeling van gemeenskappe. Die selfvoorsiening van hierdie sentrums is primêr afhanklik van die volhoubaarheid van die gemeenskapslewe as 'n netwerk van sosiale en ekonomiese verhoudings. Die eerste hoofstuk stel die navorsingsprobleem, die redes waarom die ondersoek as noodsaaklik beskou word en 'n raamwerk vir die navorsingsproses bekend. Dit sluit in 'n beskrywing van die konteks en metodologie van die studie. Die tweede hoofstuk bied 'n uiteensetting van die begrippe selfvoorsiening, ontwikkeling en volhoubaarheid. Dit word gedoen vanuit die oogpunt van progressiewe en deelnemende paradigmas. Verder word die basiese vereistes vir volhoubare ontwikkeling, soos lewenslange leer vir alle mense en die interafhanklikhede wat vooruitgang en ontwikkeling sal verhoog, aangedui. Hoofstuk drie is gewy aan vroeë kinderontwikkeling (ECD). 'n Historiese oorsig en die huidige stand van ECD, insluitende die owerheidsbeleid, in Suid-Afrika word aangebied. Die gapings tussen die verskillende vlakke wat direk of indirek betrokke is by ECDword uitgewys. Die vierde hoofstuk handeloor ECD sentrums. Hulle doelstellings en die voordele vir ECD opvoeding sowel as sorg strategieë word beskryf en nagevors. Die multidimensionele oogmerke en take met verwysing na kinders en ouers asook die gemeenskap word veral beklemtoon. Hoofstuk vyf ontwikkel die integreringsfunksie van ECD verder. Die fokus is die verskeie interafhanklikhede en verhoudings tussen 'n ECD sentrum en sy omgewing. Die rol van ouers, vroue en hulle bande met ECD en plaaslike kerke, veral in landelike gemeenskappe, word ontleed. Verder word ook gekyk na die wyer gemeenskap, die verskillende organisasies wat in verhouding staan met ECD, die praktiese waarde van netwerke en die bydrae van die owerheid. Hoofstuk ses gee 'n oorsig van die voorwaardes wat 'n ECD sentrum se volhoubaarheid en selfvoorsiening sal verhoog en bemagtig. Ten slotte stel hoofstuk sewe gevolgtrekkings en aanbevelings wat uit die studie spruit, voor. Die mees basies voorwaarde is opvoeding en leer. Die idee van 'n kultuur van lewenslange leer vir almal word beklemtoon en dit word voorgestel dat dit op die vroegs moontlike ouderdom 'n aanvang neem. ECDs behoort daarom 'n sterk impak op leer te hê. Die hoof bydraers hiertoe is vroue, plaaslike kerke, die verskillende vlakke van regering, en ten slotte befondsingsorganisasies.

A research dissertation presented to the Faculty of Humanities (School of Education) In Partial fulfilment of the requirement for the degree Masters of Education by Research University of the Witwatersrand, Johannesburg Date of Submission: 29 April 2016 / This study is part of a larger research project titled Conditions of teaching and learning that facilitate and/or constrain learning English in rural high schools. The focus of the research project explores the conditions of teaching and learning English, and the contextual factors that facilitate and/or constrains learners’ motivation and participation in learning, in five rural high schools in Bushbuckridge area. The current study focused on how grade 10 and 11 First Additional English rural teachers’ conceptualise learning and teaching in Acornhoek schools, part of Bushbuckridge, Mpumalanga Province. Given the focus of the study the literature review detailed issues with development of rural education, teachers’ conceptions of learning, teachers’ conceptions of teaching, English as a First Additional language (EFAL) in South Africa and the spectrum of current pedagogical practices. The literature review highlighted significant gaps that are important for the this study such as a lack of research in Africa and South Africa focusing on teachers’ conceptions of learning and teaching, particularly in rural schools. Furthermore the corpus of research conducted on conceptions focused on tertiary students’ conceptions of learning, there is limited research in schools, with teachers and learners, especially teachers’ pedagogical practices in relation to the conceptions. In addition the development of rural education and research in South Africa continue to be underdevelopment, with most research perceiving rurality as a deficit paradigm. Thus in order to address the literature gaps mentioned above the study engaged with six grade 10 and 11 rural teachers from Acornhoek, Mpumalanga Province. The sampling strategy was purposive, as only grades 10 and 11 EFAL teachers were the selected to participate in the study. In order to address the research questions and sub research questions, a qualitative research approach was used as it focuses on understanding socially and historically constructed meanings about experienced phenomena. Through the use of phenomenological methodology teachers’ meanings and beliefs about learning and teaching were interrogated and problematized. In order to interrogate and problematize teachers’ conceptions of learning and teaching two data collection methods were used namely: semistructured individual face-to-face interviews and non-participatory observations. The semi-structured individual face-to-face interviews were used to address the following research questions: 1. What are grade 10 and 11 English First Additional Language teachers’ conceptions of learning and teaching? 2. What shapes teachers’ conceptions of learning and teaching? The following research question was addressed by use the non-participatory observations: 3. How do teachers’ conceptions influence teaching approaches, if at all, during English poetry and short story lessons? In order to answer the above questions critical discourse analysis was used, to engage with participants’ responses from their individual face-to-face interviews. Critical discourse analysis assisted with ensuring in depth engagement with participants’ narrations, without taking any words for granted because meaning might be hidden in the selection of words. Thus critical discourse analysis enabled the critical identification of particular words used by the participants in order to gain insight to the underlying influences that shape rural teachers’ conceptions of learning and teaching in poetry and short stories lessons. As a result this involved an intense data analysis process, which incorporated the non-participatory classroom observations as well as the conceptual frameworks discussed from Bernstein, Alexander, and Scott and Mortimer. Some of the major findings suggest that teachers’ conceptions of learning and teaching are complex and complicated particularly if contextual issues are considered, as possible influential factors that shape teachers’ conceptions. The findings indicated that rural teachers’ conceptions of learning should be understood from early school learning to current teaching profession. The dominant conceptions of learning from early school and current teaching profession suggest memorisation, mimicking, and acquisition of information and little conceptions shows learning for transformation and change as a person. Various factors were identified to influences the conceptions such as policy, lack of resources and overcrowded classrooms. In addition, findings on teachers’ conceptions of teaching explicated the dynamics teachers face between ideas they hold about teaching and how they teach. The study indicated that some teachers mentioned ‘banking’ model of teaching that suggested teacher centred conception of teaching, which linked with some of the conceptions of learning. Most conceptions were about spoon-feeding, telling/giving learners information, and coordinating learning which link with conceptions of learning that promote surface learning. Other conceptions promoted transformation, unlocking minds, and life-learning, to show that teaching is not only about giving information but also ensure that the information changes the way learners make sense of the social issues in relation to the world. It was noted that teachers’ conceptions of learning and teaching seemed to have influenced how teachers teach poetry and short stories lessons, because irrespective of conceptualising teaching and learning in transformational and enlightenment but teachers used a unidirectional teaching approach. This teaching approach that all teachers used suggest ‘normality’ with using this way of teaching poetry and short stories, especially if the nature of poetry and short stories are taken into consideration. Without critiquing teachers’ pedagogical approaches, of concern is that all observed teachers, irrespective of different schools, used similar teaching approach which was shaped by curriculum policy expectations, teachers’ perceptions of learners, and the nature of the socio-cultural and economical context. Owing to some of the complexities mentioned above, further research on teachers’ conceptions of learning and teaching, particularly in rural schools is needed, because embedded in teachers’ conceptions lies their lived experiences and ideas about learning and teaching in rural school. Therefore if effective interventions are to be considered partnering with teachers and/or learners in rural schools to understand their conceptions, need to be seriously taken into account. The purpose is not to research with teachers rather than for teachers to enhance existing knowledge in partnership, rather imposing knowledge. / MT2017

Thesis (Ph.D.)--University of the Witwatersrand, 1994.

Thesis (M.Dev.) -- University of Limpopo, 2018 / The purpose of this study was to determine the challenges that hinder the Greater Tzaneen Municipality from rendering water service delivery to Mokgolobotho villagers and the villagers’ perceptions of their livelihoods without adequate municipal water supply. The study employed both quantitative and qualitative research. Two groups of respondents participated in the study. The data was gathered from 100 respondents from Mokgolobotho village, and of the 100 respondents, 90 were residents from 30 households, 1 chief, 3 indunas, 1 ward councillor,3 ward committee members and 2 NGOs. The respondents from the community (households) were randomly sampled and a questionnaire was administered to them ,while those who participated in the interview were purposefully sampled. The scarcity of water at Mokgolobotho village has a negative impact on a number of aspects; the economic development of the village, the academic performance of learners, health of the community members is also at risk as they share water with animals (Mopani Herald, 2014:3) and it also increases the death rate caused by car accidents as villagers cross the R36 Lydenburg main road to get water at the Dan Extension 2 (Reconstruction and Development Programme Settlement). The Department of Water Affairs is very aware of the anomalies in water distribution, where people reside adjacent to water sources and yet have no access to a source of safe and reliable drinking water. Section 27 of the Bill of Rights in the Constitution states that everyone has the right to have access to sufficient water, and the state must take reasonable legislative and other measures to achieve the progressive realization of this right. The Greater Tzaneen Municipality has failed to implement this section of the Bill of Rights at Mokgolobotho Village. The study recommends that the fulfilment of the constitutional mandate by the Greater Tzaneen Municipality and the active involvement of all the stakeholders will solve the water service delivery problem in Mokgolobotho Village.

Thesis (M.DEV.) --University of Limpopo, 2012 / The main purpose of this study was to assess the role played by Polokwane Local Municipality in delivery of basic services such as water, sanitation, electricity , and housing in the village of Manthorwane, Limpopo Province. It was of critical importance for the researcher to investigate this area, as there was no study done before related to basic services delivery. The objectives of the study were ,to assess the extent to which the municipality is providing basic services, investigate the strength, weaknesses , examine the impact of the Municipality‘s role in the development of Manthorwane Village and recommending strategies for enhancing the level of basic service delivery. Qualitative and quantitative research methods were used because the study combines the use of instruments and methods for measurement and the way the researcher interacts with the people. Interviewees and questionnaires were used to understand the community’s feeling towards delivery of basic services. The researcher has gone through a detailed process of investigation, where it is found that there is no delivery of basic services (electricity, sanitation, housing). Only water has been provided in this village. The researcher also discovered that there are no valid reasons why the Polokwane Municipality has not delivered the services above. It is also revealed that there are no stakeholder’s participation and consultations meetings when the decisions for service delivery are taken. Evaluation and monitoring tools are not applied when implementing projects. There are some recommendations proposed to the municipality. The municipality could intensify their training process in a way in which the officials could be productive to the community. Transparency must always be practiced for the municipality to excel in their delivery services. Intergovernmental relationship is also encouraged. Awareness programs must be done effectively so that the community is aware of all activities done in their area.

Thesis (LLM.) -- University of Limpopo, 2011

In rural inland, south-eastern Australia, allergy to the fungus Alternaria is prevalent and an important risk factor for asthma. The aim of the thesis was to investigate the distribution and factors influencing allergens of Alternaria in the air. As airborne allergenic spores were thought to arise from harvesting of nearby crops, two towns with different agricultural practices were studied. Moree has two crop harvesting periods in summer and autumn whilst Wagga Wagga has one harvesting period in summer. Over two years, air was sampled daily in Wagga Wagga and Moree using Burkard traps. The reliability of measurements from a single site to represent the distribution of airborne concentrations of spores across each town was examined using data from three traps simultaneously, sited 2.0 to 4.9 km apart, over four weeks. Substantial intra-class correlation coefficients (ICC) were observed between the three sampling sites across both towns (ICC=0.52, 95% CI 0.30-0.71 to 0.76, 95% CI 0.61-0.87) when counts of Alternaria spores were relatively high. The correlation was poor when counts were low. Of more than 365 trap tapes examined, the two microscopic traverses strongly correlated for counts of Alternaria spores (ICC=0.95, 95% CI 0.94-0.96). Alternaria was detected in both towns throughout the two year period with peaks in spore concentrations reflecting the season of crop harvesting in each region. Individual exposure to spores was examined. Thirty three subjects (adults and children from nine families) wore nasal air samplers and personal air samplers both inside and outside their homes. The effects of activity, location, age on the inhalation of Alternaria spores and variation between individuals in the same environment were determined. Every subject inhaled Alternaria spores. Personal exposure to Alternaria in the home environment varied substantially between subjects. Levels of fungal spores inhaled were higher during periods of activity than during rest, and higher while subjects were outdoors than indoors. During outdoor activity, the number of Alternaria spores inhaled ranged from 4 to 794 (median 11) spores/hr. Sources of airborne spores was investigated by sampling air above wheat and cotton crops near the towns during harvesting and non-harvesting periods, in a grain and cotton seed storage shed, and a cotton gin. Substantially higher concentrations were detected above crops during harvesting periods compared to non-harvesting periods. Peaks were associated with harvesting and other activities where plants were manipulated. By regression analysis spore concentrations in both towns were modelled against those detected above crops and with weather variables. Only one crop sampling period (cotton harvest) independently correlated with concentrations in town. Analysis combining all data showed concentrations of spores above crops correlated with spore concentrations in the town when lagged by one day. Variables of rainfall and maximum temperature influenced concentrations in both towns, and wind direction in Wagga Wagga alone. Parents of asthmatic children were asked by questionnaire in which locations symptoms were provoked. Asthma was reported to be exacerbated at grain farms and with disturbance of local vegetation in town and home gardens. Nasal sampling confirmed that activities that disturbed dust or vegetation increased the inhalation of spores. The factors that release allergen from spores were determined in a modified Halogen immunoassay. Approximately 60% of spores released allergen, and the proportion was influenced by isolate, nutrient availability, viability, and not influenced by sunlight or culture age up to 21 days. Germinating the spores significantly increased the proportion that released total allergen and Alt a 1 (p<0.0001). Alt a 1 appears to be a minor contributor to the total allergen released from spores except when spores have germinated. Conclusions: People living in inland rural regions of Australia are exposed to substantial quantities of allergenic spores of Alternaria. Exposure is a highly personal event and is largely determined by disturbance of local vegetation releasing spores such as from nearby crops by wind, harvesting, slashing, transport and processing of produce, and from within town and home gardens. Most spores inhaled are likely to be allergenic, with potency potentially increasing with viability.

No abstract available. / Thesis (M.T.R.P.)-University of Natal, 2002.

Betterment Planning is the major form of rural development planning which has been implemented in the Reserve areas of South Africa. The first Bettemnent schemes were begun after 1939. Whilst Betterment Planning has undergone certain modifications in theory and implementation over the past 42 years, it is still being implemented by the 'homeland' governments. This paper is of necessity only a preliminary study or working paper, the aim of which is to explore the theoretical and concrete issues which a comprehensive evaluation of Betterment Planning would need to confront in detail. I have chosen to analyse Betterment Planning for a number of reasons. First, whilst preparing a report on settlement patterns in KwaZu1u/Natal for the Buthelezi Commission early in 1981, I found that there was very little published material on Betterment Planning. Further, in the course of this research, I was surprised to find that practising planners and academics in Natal seemed to know little about it. Second, reports on development planning for the homelands ignore Betterment Planning entirely. For example, the "Towards a Plan for KwaZulu" (1978) makes no mention what soever of the Betterment Planning in KwaZulu, let alone undertakes an analysis of the successes/failures of its implementation. Yet it stresses that: "the reform and development of the agricultural sector should be accorded the highest priority. Failure to make progress in this area will jeopardise all the objectives of the Plan." (Thorrington-Smith et al 1978 : 22). To undertake rural development planning without an analysis and understanding as to why it is necessary, can only result in the proposed plans being at best superficial and, at worst, ones which exacerbate the problem they set out to solve. All too often development planning is nothing more than problem-solving oriented: the problem is identified and described, and the planners put forward a solution to solve it. However, for a solution to have even a chance of being successfully implemented, the causes and history of the problem must be fully analysed and understood. It is just as crucial to analyse and evaluate previous attempted solutions to the problem. For, in failing, they may have become additional constraints, i.e. in themselves the previous solutions may have become part of the problem. Third, most of the homelands are politically 'semi-independent' or 'independent'. They have their own agriculture and planning departments which have realized that rural development is a priority in any homeland development. Consequently in recent years, these homelands have been looking for new rural development strategies. In the light of my second point above, it is therefore important that Betterment Planning is analysed and evaluated. Fourth, the writings of neo-Marxist and Marxist theoreticians on South Africa have almost completely failed to address the role and function of Betterment Planning in the transformation of the South African social formation. Most of their attention has been focussed on the white agricultural areas. / Thesis (M.T.R.P.)-University of Natal, 1982.

In Islamic societies, religion plays a significant role in shaping the home and the environment. An important feature of the Islamic culture is the segregation of women from males other than next of kin. This aspect has given rise to the separation of domains for men and women, both in the home and the neighbourhood. And this duality of space in turn reinforces the seclusion and segregation of women. / This thesis studies this phenomenon in rural settlements in South Asia in regions where Muslims predominate and also in non-Muslim areas influenced by centuries of Muslim rule. The living patterns of rural women and how they use and perceive their local space formed the focus of the study. / A field study was undertaken in a rural community in Bangladesh. Gender segregation norms and the resulting spatial organization of dwellings of different socio-economic groups were studied and compared. An important premise of the study is how the poor manage to integrate their faith and Islamic customs in their living environment.