MURP / Department of Urban and Regional Planning / The study evaluates the criteria for allocation of development projects to communities using key guideline documents from municipalities such as the Spatial Development Frameworks and the Integrated Development Plans. Allocation of development projects in local municipalities must be well informed and must prioritise community needs hence the need for an objective process to the allocation of projects in communities. The study focused on one rural local municipality, Thulamela Local Municipality due to the level of service delivery protests and service delivery dissatisfaction experienced in the municipality that led to the 2016 municipal boundary redefinition process and a request of a new municipality called Collins Chabane. In this study, the name Malamulele which was under Thulamela Local Municipality is used interchangeably with the new name Collins Chabane. The study utilised the Evaluation Survey Approach to determine the allocation of projects in different communities in Thulamela local municipality. Both qualitative and quantitative research techniques, using Evaluation Survey Approach to unpack the implications of misbalanced allocation of development projects in rural communities were used. Data was collected through household questionnaires, key informant interviews and field observations. Key informants were selected through purposive random sampling techniques while household surveys were accomplished through stratified random sampling technique. Collected data on the role of government with respect to service delivery, criteria on the allocation, economic and demographic profiles, infrastructure and community service provision and principles of project allocation are presented, discussed, processed and analysed through thematic content analysis, SPSS and Microsoft Excel Packages. Based on the study’s findings of insufficient public participation, misalignment of SDF/SDBIP/IDP, lack of fund and planning, boundary disputes among others, the researcher then makes recommend the strategy for the allocation of development projects that involves outlining the criterion used to allocate development projects, adequate public participation, improved level of SDF alignment and principles for improved developmental project allocations in rural municipalities. / NRF

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung. The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted. The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors. The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung. The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted. The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors. The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)

MSc (Microbiology) / Department of Microbiology / See the attached abstract below

Sector Wide Approach (SWAP) can be defined as collaboration between governments, development partners and civil society. It promotes coordination of various donor funded programmes to align with a common sector vision. In the case of South Africa, a water sector SWAP was introduced in 2000. Funds were directed to municipalities that were providing water known as Water Services Authorities (WSAs). This study examines the impact of the SWAP on tangible water delivery issues in Ukhahlamba District Municipality, Eastern Cape. The literature reviewed focuses on rural development in South Africa, and abroad. The quantitative aspect of the research considered various sources including primary data from municipal records of water services provision. Interviews were held with community members, municipal and provincial government officials. Analysis of information from these sources indicates some aspects of water delivery were positive and some negative. Recommendations for improvement and further research are made in the last chapter. / Development Studies / M.A. (Development Studies)

Although South African teachers have ample opportunities for professional development (PD), weak results of learners show that these opportunities have had a limited effect on the development of the Mathematics teachers’ instructional skills. The improvement of the teaching of Mathematics is regarded as a solution to learners’ poor performance, because teachers play a key role in the improvement of pupils’ learning. In the light of this, a Mathematics PD programme implemented in a province of South Africa was evaluated and served as a case study. The aim of this evaluation was to probe the quality of the programme since it had been suggested that improving the quality of teaching can be achieved by offering effective PD programmes. Thus, the evaluation was done in an attempt to establish the academic value of the intervention. The investigated programme – which was implemented in a rural and under-resourced setting – focused on FET Mathematics teachers and used mentoring and workshops as its key intervention implementers. Five teachers were involved in this programme. Data collection methods included semi-structured interviews, lesson observations, mentoring and workshop reports, the results of learners, and pre- and post-test results of the participants. The evaluation of the PD programme revealed the following: that the workshops addressed the participants’ content knowledge gap to a limited degree; that mentoring was able to assist with the individual classroom-related needs of the participants, and that the community of practice formed in the workshops helped the participants to develop by means of working together on lesson preparation, micro-teaching, and content knowledge exercises. Other findings revealed that the duration of the workshops were adequate, however their intensity was insufficient to effectively address the participants’ needs, and that the workshops were carefully planned, given that the same topics were repeated. The mentor teachers and other facilitators encountered challenges relating to the long intervals between the mentoring sessions, the limited post-lesson-observation discussion time, the significant distances between the involved schools and the heavy teaching load of the participants. Nevertheless, recommendations on improving the effectiveness of future PD programmes included careful selection of the dosage of interventions, site-based mentoring, to incentivise participants of PD programmes, alleviating the teaching load of overburdened participants and the creation of conducive environments in rural areas for the formation of communities of practice. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

Rural primary schools have got an immense role to play regarding the educational foundation for the subsequent phases of schooling. In ensuring that an extremely solid foundation is laid. the creation and maintenance of a positive culture of teaching and learning becomes extremely very important in this category of schools. It is the primary task of the primary school principal to ensure that quality teaching and learning is taking place in her/his school. I Iowever, in ensuring that a positive culture of teaching and learning becomes a reality in their schools, principals cannot work in isolation but, in collaboration with other potential stakeholders. A variety of factors like good management on the part of principals to good commitment and involvement on the part of other stakeholders like educators, learners, parents. community, business people and the government. lead to teaching and learning of a very high and acceptable standard. The purpose of this research project was to investigate how principals of rural primary schools create and maintain a culture of teaching and learning. The outcomes of this investigation could assist rural primary school principals in their attempts towards ensuring a positive culture of teaching and learning. The outcomes could also assist other stakeholders as to how best can they assist rural primary school principals in making schools centers for a positive culture of teaching and learning. The methodology of research for this investigation is quantitative. The questionnaire was used as a tool for empirical data collection. This research project has revealed several mechanisms that arc utilized by rural primary school principals in creating and maintain a culture ofteaching and learning. It also emerged from thi s study that in creating and maintaining COLT in schools, rural primary school principals encounter some problems that need the undivided attention of every education stakeholder. / Educational Leadership and Management / M. Ed. (Education Management)

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Gated developments, also known as gated communities, have become a feature of urban living throughout the world and have been the subject of intensive research. Gated developments in South African cities are a ubiquitous feature of the post-apartheid urban landscape with many new housing developments in the form of secure estates or fortified townhouse complexes. Almost all the international literature on gated developments has focused on them as a metropolitan phenomenon. Very few international studies have investigated gated developments in non-metropolitan locales and this topic is unexplored in the South African context. This dissertation addresses this research gap. The study area is the entire non-metropolitan area of the Western Cape province. The politicoadministrative concept of non-metropolitan is used rather than the descriptor rural because the latter implies an area of primary production with no diversification of productive activities. The study area excludes the metropolitan area of Cape Town but includes the rest of the province within which there are settlements of varying sizes having a diverse range of economic activities. It is in these places that gated developments were investigated to cover and discover particular aspects of the hitherto unexplored non-metropolitan gated developments of South Africa. The specific objectives were to place the research in the theoretical and conceptual debates of gated developments; map the occurrence of the phenomenon; and spatially analyse the location and security aspects of the developments at a macro scale. Two towns, Swellendam and Ceres, were selected as case studies as their gated developments present a host of significant features warranting further micro-scale analysis. The spatial and locational analyses yielded other researchable themes specific to certain types of developments, namely retirement gated developments in Oudtshoorn and Swellendam and gated developments outside the urban edge. A comprehensive spatially-linked database of gated developments in the study area was compiled from numerous sources, culminating in a process of groundtruthing that resulted in the collection of data on the physical features of each development. Qualitative data was collected from respondents through interviews, electronic communications and a questionnaire survey. Distribution patterns of gated developments were determined from spatial data and data on physical features was used to calculate security level index values for the gated developments. These data sets enabled spatial and typological comparisons to be made. Qualitative data added a ‘voice’ to the quantitative data and provided insights into social, economic and planning aspects of gated developments. The location of gated developments in the province is largely determined by proximity to metropolitan Cape Town and areas with high occurrences of amenities. The spatio-temporal patterns and typological distinctions of gated developments are influenced by location-specific factors. In some towns the gated developments typify a living space and in others a living and lifestyle space. The security features of gated developments also vary typologically and spatially. Crime data was used to show that the distribution of non-metropolitan gated developments is not necessarily associated with towns with high levels of criminal activity. Security in these developments is not a response to rampant crime, rather a strategy brought into play in case something happens – preparedness in the unlikely event of a breach of security. The gated developments in the two case-study towns are strongly influenced by locationspecific needs, the purposes of residents and the processes of municipalities. Niche market gated developments, as represented in the thematic case studies of retirement gated developments and gated developments outside the urban edge are promoted by pull factors within towns and by the allure of an exclusive rural residential lifestyle of living in areas with high amenity offerings. The latter is linked to the transformation of agricultural land into gated developments, which signals a shift to postproductivist change in the study area. The results of this seminal investigation into non-metropolitan gated developments suggest avenues for further research endeavour. These include the need for greater understanding of the changing nature of social relations between gated and the non-gated inhabitants of non-metropolitan locales; investigation of the potential for increased topophobia within towns; and examinations of the functions of the various stakeholders and role players in establishing non-metropolitan gated developments. / AFRIKAANSE OPSOMMING: Geslote woonbuurte, ook bekend as geslote gemeenskappe, ’n kenmerk van baie stede regoor die wêreld, het die onderwerp van intensiewe navorsing geword. Geslote woonbuurte in Suid-Afrikaanse stede is ‘n alomteenwoordige kenmerk van die post-apartheid stedelike landskap met baie nuwe behuisingsontwikkelings wat as beveiligde landgoede en meenthuiskomplekse gebou word. Die meerderheid van die internasionale literatuur oor geslote woonbuurte beskou hulle as ’n metropolitaanse verskynsel. Baie min internasionale studies het geslote gemeenskappe in niemetropolitaanse lokaliteite ondersoek en dié onderwerp is onverken in die Suid-Afrikaanse konteks. Hierdie proefskrif vul dié navorsingsleemte. Die studiegebied is die hele nie-metropolitaanse gebied van die Wes-Kaap provinsie. Die politiesadministriewe konsep ‘nie-metropolitaans’ word gebruik in plaas van die benaming ‘landelik’ omdat laasgenoemde ’n gebied van primêre produksie met geen diversifisering van ekonomiese aktiwiteite impliseer. Dus, sluit die studiegebied die metropolitaanse gebied van Kaapstad uit, maar sluit die res van die provinsie in waar nedersettings van verskeie grootte en met ’n diverse reeks ekonomiese aktiwiteite voorkom. Dit is in hierdie gebiedens dat geslote woonbuurte ondersoek word met die doel om besondere aspekte van hierdie tot nou toe onverkende nie-metropolitaanse geslote woonbuurte in Suid-Afrika, na vore te bring. Die spesifieke doelwitte is om die navorsing binne die breër teorietiese en konseptuele debatte rondom geslote woonbuurte te plaas; die verspreiding van die verskynsel te karteer; die ligging en die sekuriteitsaspekte van die woonbuurte op makro skaal ruimtelik te ontleed. Ceres en Swellendam word as gevallestudies behandel. Die twee dorpe se geslote woonbuurte ’n menigte beduidende kenmerke van hul geslote woonbuurte vertoon, wat verdere mikro skaalanalise regverdig. Die ruimtelike en liggingsanalises het navorsingwaardige temas oor spesifieke tipes geslote woonbuurte onthul. Die temas sluit geslote aftreewoonbuurte in Oudtshoorn en Swellendam en geslote woonbuurte buitekant dorpsgrense in. ’n Omvattende ruimtelike databasis van geslote woonbuurte binne die studiegebeid is uit verskeie bronne saamgestel en ’n proses van terreinverifiëring het vir die inwin van data oor fisiese kenmerke van elke woonbuurt gesorg. Kwalitatiewe data is by respondente verkry deur middel van onderhoude, elektroniese kommunikasie en ’n vraelys opname. Verspreidingspatrone van die geslote woonbuurte is aan die hand van die ruimtelike data vasgestel en die data oor die fisiese verskynsels is gebruik om ’n sekuriteitsindekswaardes van die geslote woonbuurte te bereken. Die datastelle het ruimtelike en tipologiese vergelykings moontlik gemaak. Kwalitatiewe data het ’n ‘stem’ aan die kwantitiewe data verleen en insig in die sosiale, ekonomiese en beplanningsaspekte van geslote woonbuurte verskaf. Die ligging van geslote woonbuurte in die provinsie is grootliks deur nabyheid aan die Kaapse metropool en gebiede met ’n hoë voorkoms van geriewe beïnvloed. Die ruimtelike- en tydspatrone en tipologiese kenmerke van geslote woonbuurte is deur liggingspesifiekefaktore beïnvloed. In sommige dorpe is die geslote woonbuurte as ’n ‘leefruimte’ gekenmerk, terwyl ander geslote woonbuurte as ‘leefruimte en leefstylruimte’ getipeer word. Die sekuriteitsverskynsels van geslote woonbuurte het ook tipologiese en ruimtelike verskeidenheid getoon. Misdaaddata is gebruik om te toon dat die verspreiding van nie-metropolitaanse geslote woonbuurte nie noodwendig ooreenstem met dorpe met hoë misdaadsyfers nie. Sekuriteit is nie ’n reaksie op buitensporige misdaadsyfers nie, eerder ’n strategie wat in werking tree in geval iets gebeur – paraatheid vir die onwaarskynlike gebeurtenis van ’n sekuriteitskending. Die ontwikkeling van geslote woonbuurte in die gevallestudiedorpe is sterk deur liggingspesifieke behoeftes, die doelstellings van inwoners en prosesse van munisipaliteite beïnvloed. Geslote woonbuurte wat nismarkte bedien, soos dié wat deur die tematiese gevallestudies verteenwoordig is, word bevorder deur sekere aantrekkingsfaktore wat dorpe bied en die bekoring van ’n eksklusiewe landelike residensiële lewensstyl in gebiede met ’n hoë voorkoms van geriewe vir lewensgenieting. Laasgenoemde is gekoppel aan die omskepping van landbougrond vir die bou van geslote woonbuurte wat ’n aanduiding van post-produktivistiese verandering in die studiegebeid is. Dié eerste en gedagteprikkelende ondersoek oor nie-metropoolitaanse geslote woonbuurte opper temas vir verdere navorsing. Dit sluit in ’n verstaan van die moontlike veranderings in sosiale verhoudings tussen die inwoners van geslote en ongeslote nie-metropolitaanse lokaliteite, die moontlikheid van verhoogde topofobie in dorpe; en ondersoeke oor die rol van verskillende insethouers en rolspelers in die ontwikkeling van nie-metropoolitaanse geslote woonbuurte.

Thesis (MPhil)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Unique demands are made on management of combined schools in the Southern Cape because it must accommodate seven to eighteen year old learners, each with their specific needs. This includes the adolescent who has to adapt to several changes in his/her own body as well as in the environment. Elementary and middle schools in Japan and the USA have restructured to be more effective by accommodating the specific needs of the learners, as well as the demands which the society in the twenty-first century will make on learners. The success of these schools encouraged high schools to adopt a more personal nature in the relationship between adults and learners and to prepare learners for jobs which would be very different from those of a few years ago. There are quite a few aspects in favour of combined schools, for example, fewer learners, a long relationship with the school and a close relationship between school and community. These aspects should be used to their fullest to ensure that these schools remain the "good" schools they were in the past. Criteria for being effective schools are changing drastically and combined schools cannot just rely on their previous success for growth. A generation of learners with a unique nature and of whom unique demands will be made in the future are entering these schools. Schools will have to provide more than mere subject knowledge. Learners must receive education in character, ethics, self-discipline and stress management. Schools will have to be managed from a new paradigm to accomplish these aspects. Change can only happen when people change and that would create a new culture. When schools are managed from a principle-centered paradigm, people are empowered to experience private and public victories. It is then possible to align the managerial and organizational levels with the values embedded in the school mission. / AFRIKAANSE OPSOMMING: Daar word besondere eise aan die bestuur van gekombineerde skole in die Suid-Kaapse platteland gestel aangesien leerders van sewejarige tot agtienjarige ouderdom, elk met sy besondere behoeftes, geakkommodeer moet word. Dit sluit ook die adolessente in wat by verskeie veranderings in hulle eie lewens en die omgewing moet aanpas. In Japan en die VSA het veral die laerskole begin herstruktureer om skole meer effektief te maak deur die behoeftes van leerders aan te spreek, veralook ten opsigte van die eise wat die samelewing van die een-en-twintigste eeu aan leerders sal stel. Hulle sukses het ook hoërskole aangespoor om aanpassings te maak, veral ten opsigte van die skepping van In meer persoonlike aard van die verhoudings tussen leerders en volwassenes, en die voorbereiding van leerders vir In arbeidsmark wat drasties verskil van enkele jare gelede. Gekombineerde skole het baie faktore wat kan veroorsaak dat hulle effektiewe skole kan wees, byvoorbeeld min leerders, In lang verbintenis van die met die skool en In sterk band tussen skool en gemeenskap. Daar moet egter doelbewus beplan word om hierdie aspekte te benut sodat verseker kan word dat hulle ook in die toekoms die "goeie" skole kan bly wat hulle in die verlede was. Kriteria vir effektiewe skole is besig om drasties te verander en gekombineerde skole kan nie net op ou suksesse voortbou nie. In Geslag leerders met In unieke aard en aan wie unieke vereistes in die toekoms gestel gaan word, betree nou die skole. Skole moet meer as net vakkennis oordra. Karakteropvoeding, etiek, selfdissipline en streshantering is aspekte wat binne die skoolkurikulum aangespreek moet word. Om bogenoemde suksesvol te laat wees, moet daar vanuit In nuwe paradigma bestuur word. Verandering kan net plaasvind indien mense verander en daar sodoende 'n nuwe kultuur in skole gevestig word. Wanneer daar vanuit 'n beginselgesentreerde paradigma bestuur word, word mense bemagtig om eers privaat oorwinnings en dan publieke oorwinnings te behaal. Dis dan moontlik om die bestuurs- en organisatoriese vlakke in lyn met die waardes van die missie van die skool te bring.

Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, Durban, South Africa, 2013. / This study is focused on the role of education to improve awareness of two critically important aspects of the South African situation 19 years after the first democratic elections in 1994. In the first instance, the study aims to augment the grades 10-12 Life Orientation curriculum to promote understanding and appreciation of land rights as human rights for every citizen in South Africa to address the social injustices of the past. In the second instance, the study focuses on grades 10-12 Agricultural Sciences curriculum to ensure that every learner who leaves school is in a position to care for land responsibly, and to use land productively for his or her own benefit and the benefit of others in the future. These foci have been informed by numerous interactions with people in four small communities on the Southern KwaZulu-Natal coast, who have been victims of landless as a result of the Group Areas act of 1960, and are claiming restitution for the land lost, and are required by law to make the restituted land productive. The study records first hand stories told about land ownership, landless, land claims, land restitution, and land (ab)use stories, in the form of narratives, such as autobiographies, auto-ethnographies, accounts of action research and self study. My research participants and I are the authors of our land stories. We tell our stories as a way of making the private public in the interests of a fair and just society. The forms of presentation include narratives, dialogues, playlets, literary references and critical reflections. The perspectives used include the native worldview, rurality as a dynamic, generative and variable milieu, the orality-literacy interface, the effect of oppression, and values and beliefs, customs and mores which (in)form a civil and civilised society. During the course of the study, the role of stories to reveal what is happening in the lives of those people most affected by unjust laws, and to empower them to take action in their own best interests became evident. The major role of education in land reforms cannot be overemphasized, which is why I have used what I have discovered from the many interactions with many people to inform two grades 10-12 school curricula: the grades 10-12 Life Orientation curriculum and the grades 10-12 Agricultural Sciences curriculum . / PDF Full-text unavailable. Please refer to hard copy for Full-text / D