This study reviews some of the trends in the theory and practice of public participation processes as an element of policy development. It attempts to locate public participation within a theoretical framework for policy development based on the work of Kingdon (Agendas, Alternatives and Public Policies, 2nd ed. 1995) on policy streams, and that of Roe (Narrative Policy Analysis. 1994) on the use of discourse analysis. It uses the KwaZulu-Natal Waste Management Policy process as a case study and shows that it is possible to combine these two theories to come to a better understanding of the way in which policy is arrived at. The policy streams proposed by Kingdon are identified in the case study and the 'crisis', which moved the issue of waste management onto the decision agenda, is described. Two dominant narratives that emerge from a series of interviews are discerned, together with two counter narratives. By comparing and contrasting these a metanarrative is developed that meets Roe's criteria for telling a better story and so becomes the basis for the final policy. Public participation is shown as being a useful way of ensuring that alternative 'stories' are included in the shaping of policy and so allowing a metanarrative to emerge. Some conclusions about the implications of the analysis for future processes are drawn. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.

The study investigated the involvement of primary and secondary schools in waste management through recycling and composting, and the perceptions of teachers and pupils with regard to waste management. It also investigated the local municipality's attitude towards using schools to inculcate the culture of own waste management. It further investigated some of KwaZulu Natal's recycling industries/agents' attitudes toward using schools as "mini" depots for collection of recyclable materials. It was found that according to teachers perceptions most of the primary schools are engaged in waste management practices through recycling and composting, while secondary schools are less involved in waste management practices through recycling and composting. The results revealed that 53% of primary schools are involved in recycling projects, while only 10% of secondary schools are involved. It was also found that both primary and secondary school teachers are willing for their schools to be involved in waste management practices. Primary school pupils are more enthusiastic in collection of recyclable materials and composting projects as means of waste management as compared to secondary school pupils who are less interested. The results further revealed that there are no educational programmes that are initiated by the Pietermaritzburg-Msunduzi Municipality to inculcate the culture of waste management among the school pupils. There are a few industries that collect recyclable materials from schools in Greater Edendale by putting paper banks in some of the schools. It was also found that the Keep Pietermaritzburg Clean Association has an educational programme for waste management with some of the schools in Greater Edendale. This programme is called Environmental Award System for Youth (EASY), whereby schools receive awards for activities that they are involved in to manage waste. It is recommended that organisations such as the Greater Edendale Environmental Network be encouraged to establish educational programmes to help motivate and make pupils aware of the value of waste management. Recycling industries should also target primary and secondary schools for collection of recyclable materials, rather than only focusing on tertiary institutions. If this is done children will gradually become aware of the concept and value of recycling. Through the involvement of schools in waste management the public can be educated more to the role of responsible waste disposal and management. / Thesis (M.Env.Dev.)-University of Natal, Pietermaritzburg, 1999.