The aim of this research is to evaluate the Eskom customer safety education programme in the Queenstown Customer Services Area. The research focuses on the implementation of the programme with the aim of assessing whether there is need for optimisation in the way that the customer education and training is delivered. The paper consists of three sections. Section one is directed to Eskom and is made up of (i) a review of the literature that is relevant to the Eskom safety education programme, (ii) the findings made from the study and (iii) recommendations from the author. Section two is a review of the key concepts which were identified for this paper and these are: (i) education and training, (ii) consumer education, (iii) citizenship education, (iv) training programme development, and (v) training programme evaluation. Section three provides detail on and justifies the research methodology that was followed for this paper. The author adopted the deductive approach and collected data from literature sources and Eskom documents as well as face-to-face interviews with the Eskom trainers and customers. Qualitative data was collected from the interviews and is presented in section one of the report in the form of (i) narratives, (ii) graphs and (iii) tables. The research has identified some shortcomings in the delivery of the training and recommendations have been made on how these shortcomings can be addressed. Trainer skills, training evaluation and training tools are amongst the issues that require attention in the Queenstown Customer Services Area. The results revealed that 67 percent of the trainers have not received training related to conducting customer forums. Inconsistencies with regard to the evaluation of the training interventions were also identified and there were differences in terms of the training tools that are utilised at the forums. The recommendations made by the author are based on the literature that was reviewed as part of this study and are aimed at addressing the delivery of the training. The respondents all displayed an understanding of the objectives of the Eskom safety education programme and made recommendations in terms of how Eskom can reduce the tampering of Eskom equipment. The recommendations made included the involvement of the community as well as unannounced door-to-door audits aimed at identifying damaged and tampered Eskom equipment. These recommendations are in line with the guiding principles of safety education presented in McWhirter (2008: 32) which include the involvement of young people in real decisions to help them stay safe, as well as the use of active approaches in addressing safety issues. A review of the electrical contact incidents which were reported to Eskom in 2011/12 revealed that in 61,5 percent of the cases that occurred in the Eastern Cape, Eskom had conducted electricity safety education before the incidents occurred. The recommendations in terms of the training delivery should be implemented to improve the delivery of the training. The author however recommends further research on how Eskom can reduce the number of electrical contact incidents that occur, as it has been proven through previous studies that safety education “has an impact on knowledge, behaviour, risk and skills and no papers have provided evidence of the impact of safety education on injury rates” (Mulvaney, Watson and Errington, 2012: 27).

DEd (Educational Management) / Department of Educational Management / This study focuses on safety and security in public schools. School violence is a sad reality encountered by whoever takes up the responsibility for the safety of learners and teachers. Both teachers and learners have the right to feel safe and secure at school. The aim of the study was to investigate how school management teams and school governing bodies take reasonable measures to ensure the safety and security of learners at schools. A mixed-methods research design was used in this study. The quantitative data, collected through questionnaires, were analysed through Statistical Package for Social Sciences version 23, while the qualitative data, gathered through semi-structured interviews, were thematically analysed. The study revealed that successful school leaders have the potential to tremendously reduce safety and security challenges when necessary support is provided. Establishing partnerships with other sectors not only manage and improve the learners' behaviour and lessen learning difficulties but also create a more supportive climate within the school, home and society. Unavailability of school psychologists and/or social workers who would join forces with teachers, parents, and other professionals to create safe and supportive learning environments increase the manifestations of school safety and security challenges.

Criminology / M. Tech. (Policing)

Criminology and Security Science / M. Tech. (Policing)

The mining industry in South Africa contributes significantly to the national economy. Despite stringent safety legislation, mining accidents cause numerous fatalities and injuries. Inadequate or insufficient training is often cited as a root cause of accidents. Conventional class-based safety training has not reduced the incidence of accidents significantly. By contrast, virtual reality training tools can provide simulated exposure to real-world working conditions without the associated risks. This study describes the application of design-based research (DBR) in the design and development of two desktop virtual reality (VR) systems for safety training in the South African mining industry. The results of a usability context analysis were applied in the design of a VR prototype on generic hazards recognition and rectification, which was used and evaluated at South Africa‘s largest platinum mine site. A case study was conducted to investigate the causes and occurrences of falls of ground, which resulted in the design and development of a second VR prototype focusing on identifying and addressing underground geological conditions. DBR was also used in the generation of an evaluation framework for evaluating VR training systems, namely the Desktop VR Evaluation Framework (DEVREF), which is the major deliverable of the research. DEVREF can make a major contribution to the domain of e-training in mines and is transferable and customisable beyond its initial application. The process flow of the research thus moved beyond merely providing a solution to a complex real-world problem and became a classic DBR study with dual outcomes, namely a practical real-world solution in the form of two VR training systems and a theoretical contribution in the form of the DEVREF evaluation framework. DEVREF evaluates the design of desktop VR training systems in the categories of instructional design, usability, VR systems design, and context-specific criteria for mining. The use of DEVREF is demonstrated by reporting the application of its criteria in evaluating the two VR training systems. Heuristic evaluation, end-user surveys, and interviews were used as evaluation methods. A third contribution is methodological, in that this work proposes a new DBR process model and an interaction design lifecycle model suitable for VR training systems. / Computing / D. Phil. (Information Systems)