The Inkatha movement has received, large publicity over the few years since its revival and especially recently with the formation of an alliance between Inkatha, the ("Coloured") labour Party and the ("Indian") Reform Party, Thi3 paper was done to suggest a possible approach, for discussion, to the analysis of current political, ideological and economic developments in the reserve areas of the South African social formation. More specifically the paper hopes to provide information that could be relevant to an analysis of developments in the kwaZulu region. An elaboration of the hints at an approach, integration of factors relating to the stage of capitalism in the South African social formation and class struggle would have made this a more satisfactory paper for discussion. The approach adopted has to be extremely tentative at this stage, both because of the immediate and obvious problems associated with contemporary research and analysis (It is even less possible to approach the subject with "objectivity", to "distance oneself from it", than is the case with topics that can more properly be called "history") but also because of the dearth of material available on the reserve "homeland" areas and the difficult y of doing research in these areas. (Wages Commission research into conditions on wattle plantations, Cosmas Desmond and others and their work on resettlement etc., and subsequent responses to these investigations, give some idea of the sensitivity of thin work), In the first section I will introduce certain concepts relating to an analysis of the "homelands" through some recent writing on these areas. References will be to the kwaZulu region. The second section deal.3 specifically with the Inkatha movement. Information relating to this movement is provided and one issue is presented in greater detail, hut no rigorous attempt is mado to apply the mode of analysis of the first section to the issues around the position of 'Inkatha. Indicators exist but with so many dynamics operative they can be no more than that. However, I do not believe that it is possible to understand the political, economic and ideological developments in the "homelands" without keeping the questions raised in the first section in mind - and definitely impossible to come to an adequate understanding if these areas are looked at in isolation, ie if apparently "internal" events and processes are not situated within a context broadly defined by the specific stage of the development of capitalism in South Africa (monopoly dominance), and without keeping in mind the history of class struggle within the social formation. / Class formation in the South African reserve areas: Inkatha - a study

The concern with the relevance of human rights to the socio-economic and political development in South Africa is of threefold account, namely human rights, socio-economic and political development, and South Africa. Human rights have been consistently applied as a common standard of achievement in the realisation that development cannot be implemented in pure economic terms only, but implies the 'duties of all people towards all other people. For rights only come into their own through practice, the interaction of socio-economic and political facts with values. The importance of the Universal Declaration of Human Rights of I 0 December 1948 is of primary account in this regard. This implies the right to development of all people as well as the classical meaning of equity. The main social function of human rights is to become essential ingredients in legal, political and social reality in each and every country. The socio-economic implementation of human rights in the entire world includes the facts and peculiarities of South Africa in the context of ethnic pluralism. This covers the unrealistic overtones of apartheid, the unabated pressure of the United Nations and the achievement of the new South Africa. There is a great difference between merely criticising and getting things done. An important issue is the sustainability of the RDP, with its emphasis on Mandela's linkage XI between human rights, the rule of law and economic prosperity. COSATU with its unrealistic trade unionism however, remains the chief stumbling block to the unfettered free market economies and investments which are required for genuine job creation. Short of this the RDP and GEAR, which have got off the ground, are in danger of collapse. It is recommended that the ANC should work towards a genuine multi-party democracy at a realistic level where honest criticism is respected. The universal implications of human rights require that people should not be protected overduly simply because they are black at the expense of others who simply happen to be white. Some people are not more equal than others merely by virtue of being white or black. / Political Science / D. Litt et Phil. (Politics)

Rural education in South Africa, particularly within the black communities, has suffered neglect under Apartheid education policies. This has resulted in an array of problems which continue to beset the country's education system. The community, through its various institutions, has a major role to play in the whole education renewal process. The business sector is one such a community institution, which is directly affected by the quality of school education. Countries such as Britain and the U.S. provide excellent examples of close co-operation between business and schools in an effort to prepare pupils in accordance with the needs of the workplace. The qualitative study conducted in schools, within the Dzumeri community, showed that there is a dire need for business involvement with schools in order to address important areas of mutual concern. It is finally recommended that the government must formulate enabling policies, which will promote business education partnership activities and ensure proper coordination at all administrative levels / Educational Studies / M.Ed. (Comparative Education)

Urban areas have become strategic locations where many throng to for a better life. However, wealth and economic opportunities are not evenly distributed in these urban spaces. South Africa is a fairly young democracy whose urban landscape has been largely shaped by the colonial apartheid system. The apartheid system segregated and relegated the black majority to the fringes of the cities into crowded communities characterised by poor living conditions, exclusion from the mainstream economy and limited urban amenities. Townships epitomise the harsh reality of the urban poor and how underdevelopment has been perpetuated. South Africa came up with different policies to redress the historical imbalances and inform urban development strategies. Urban renewal has been implemented as a development strategy in various cities across the world in an attempt to revive and improve the social, economic and environmental state of derelict urban spaces. Townships in South Africa have been the target areas for urban renewal with 8 presidential nodes having been initially identified for such in 2001. Eventually, Helenvale was added to the mix as a prime node in 2006 and the Helenvale Urban Renewal Project (HURP) was birthed - Helenvale and HURP being the identified site and project for this research respectively. An evaluative approach was adopted in assessing the socio-economic impact of urban renewal in South Africa townships and more specifically the socio-economic impact of HURP. Helenvale, like most townships in South Africa, is characterised by a high density settlement pattern, poverty, high unemployment, high rate of violence and crime, drug trade and substance abuse as well as a high rate of school dropouts. The Helenvale Urban Renewal Project (HURP) was implemented by the Nelson Mandela Bay Municipality (NMBM) and eventually the Mandela Bay Development Agency (MBDA) with the intention to rejuvenate the community on the social, economic and environmental front. The study findings showed that Helenvale, like all urban renewal nodes in South Africa had a number of socio-economic issues which prompted HURP. These include high unemployment (was 53.5% in 2013); alarming levels of violence and crime; drug trade and substance abuse and high rate of school dropout. Between 2007 and 2014, different projects were implemented under HURP, focusing mainly on physical development and community building. Study respondents had mixed reactions and perceptions of the impact of HURP. On one hand, the project saw the community benefit from the constructed public facilities like recreational parks and resource centre as well as capacity development and created employment opportunities. On the other hand, unemployment has persisted with only a small proportion of the population benefiting from the created jobs; crime remains unabated; drug trade has persisted leaving parents fearing for their young and gang violence has rendered the provided safe public physical features ineffective and the housing challenge has also not been resolved. By and large urban renewal and in this particular study, HURP has made great strides in improving the social and economic standing of the township community despite the challenges that are still lurking. A number of recommendations were proposed for similar studies and for urban renewal initiatives in South Africa. For the latter the study recommended having a robust policy that speaks to urban renewal directly and informs such. Other propositions include allowing the community to own and be stewards of urban renewal initiatives; allocating enough resources, both human and financial; and tailoring the project to respond to the needs of a particular community and not a one size fits all approach. In terms of similar studies the study recommends using a mixed methods approach to evaluate the impact of such ventures as well as evaluating more than one urban renewal initiatives for comparison and to allow for the generalizability of the findings.

Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Public Management in the Faculty of business at the Cape Peninsula University of Technology, 2013 / The study, which deals with Assessing Contributions of Tourism Development to Poverty Alleviation Programmes in Langa, Western Cape Province, was conducted against the background that Langa Township has all that it takes to be considered as a well developed tourist destination. Despite the great potential of tourism economic clusters in Langa Township, which covers its rich historical contribution in the history making of new the South Africa, cultural tourism and township tourism, the township faces a challenge of unemployment whilst there are few community members that perceive tourism as an escape industry that would create job opportunities for them, and hence contribute to a better life. Conversely, this study locates the tourism industry as key in efforts to uplift the poor standard of living that the Langa township community faces. In South Africa, generally, the tourism industry is recognised as one of the key economic sectors that has great potential to contribute towards eradicating community-based poverty challenges. The central focus of the study involves the viability of tourism business segments in Langa Township, community participation, community understanding and awareness of the tourism industry in the area, as well as basic infrastructure to support tourism industry. The study employed both quantitative and qualitative methodology. The quantitative survey was administered by using Likert Scale questionnaires, which were distributed to community members who have stayed in Langa for more than five years. The quantitative survey was distributed to the Langa Local Economic Development Forum, tour operators based in Langa, and those who make use of Langa as a visiting destination, and community leaders. The main findings of the study revealed that there are few tour operators who conduct business based in Langa township, whilst those tourism establishments that exist are not widely marketed and properly planned to both lead and benefit from the potential of tourism economic segments in order to keep these operators highly viable and sustainable. Community understanding and awareness of the tourism industry in the area is at a fair level of understanding and awareness, but with little in-depth knowledge on how these communities can use it for the improvement of their living conditions. However, basic infrastructure to support the tourism industry in Langa is not at a high standard to attract tourist use. For example, the indoor sport centres, playing fields, and cultural yards are of a poor quality. This situation makes it difficult to currently position the tourism industry in Langa township, and drive it as a leading economic sector for poverty alleviation. Nonetheless, the study presents recommendation on how best to improve the current exploration on the tourism industry in Langa township for a positive impact on programmes towards poverty alleviation.

M.A. (Clinical Social Work) / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / The street child that is driven by circumstances to Jive outside the supportive structure of the family, is on his own. He doesn't have the educational developmental opportunities that children who grow up in families and societies do. He finds himself in a unique educational and living environment. From an educational psychologist point of view, this environment is abnormal. It is therefore a great challenge for the educational psychologist to try and avoid or resolve negative effects of the child's living environment. The aim of the study is to investigate and describe the experiences of the Hillbrow street child, as well as to determine guidelines for supporting these children. An exploratory-, descriptive-, contextual- and qualitative study was done, with the aim of gaining insight and understanding into the life of the street child in Hillbrow as well as his experiences of his situation. The phenomenological interview was used to gather data. The interviews were recorded on a tape recorder and later transcribed. The purposive sample consists of four street children who were selected specifically for the study. The data was processed according to a combination of the Giorgi's & Kerlinger's methods. The results obtained from the interviews were placed in four categories. These categories are: The street child's continuous struggle to survive, his need for a 'normal child life', his inability to accept responsibility and the presence of a normative awareness within the street child. Guidelines for supportive action towards street children by the educational psychologist are discussed in regard to the four categories. These categories are interdependent, as work in one category inevitably influences the other categories. For this reason the educational psychologist's supportive action needs to be holistic to include all four categories. In conclusion it is clear that the experiences of the street child are multi-faceted. In general it appears that the street child has many limitations and difficulties which he experiences, and that input by an educational psychologist can have meaningful influence in his life.

From Forward: The development of gold mines in the Orange Free State is likely to be to modern East London what Kaffir Wars were to old East London. "The Fighting Port", as it is commonly called, is the nearest harbour to these mines and is linked by good rail, road and air facilities. A wide variety of industry is already established. Development is likely to be rapid. At present the City contains over 80,000 persons, and with the addition of peri-urban suburbs has doubled its population in just over fifteen years. In the past is has claimed to be the healthiest holiday resort in the Union. This year a City-wide campaign has been organised to fight tuberculosis, as the City's statistics indicate that it has one of the highest rates of anywhere in the world. Within twelve years two government sided commissions of enquiry have sat in the City and reported on the administration and living conditions of the city's African populaton. Extremely strong adjectives have been used to describe, and drastic recommendations made to improve the socio-economic and general conditions of the African people. Under the holiday atmosphere of the City lies a very serious, complex, and potentially dangerous human problem.

The first instance of the poor white problem being dramatically brought to the attention of white South Africa was in 1893 when Rev. Andrew Murray issued an open letter on the subject which resulted in the convening of the first of many Dutch Reformed Church conferences on the problem (Introduction, p. 1).

D.Ed. / With the dawning of the new democratic South Africa the 'dream' of a a unified education system was realised. Children who previously attended racially segregated schools are now all being educated in desegregated schools. This meteoric change has been eagerly embraced by most of the people of South Africa. Change at macro level often means change at micro level as well. For teachers within the education system this meant the challenge of providing equitable education for all. Schools in Lenasia, previously administered by the House of Delegates (concerned specifically with the education of Indian), began admitting black children from Soweto and the informal settlements around Lenasia since 1989. Soon after their admission teachers from some of the schools requested assistance from the school psychologist attached to the now defunct House of Delegates. They reported that they were experiencing difficulty teaching the children from the informal settlements. This request by the teachers provided the impetus for the research. The overriding aim was to determine what the concerns were and to develop strategies for addressing the concerns. A review of the research literature revealed that the concerns would be most appropriately identified within the naturalistic paradigm. The teachers were chosen as the unit of analysis. This was based on the finding that there was a dearth of research studies which focused on "teachers' voices". Listening to the teachers themselves is important. The aims of the research were a) to gather information on the teachers' experiences of teaching children from the informal settlements b) to describe the conditions which prevail, beliefs and attitudes which are held, processes which are going on and trends which are developing and c) to present strategies that may assist the teachers in their task. The research was conducted at primary schools in Lenasia. The participants were teachers teaching primary school children at these schools. A pilot study was conducted to eliminate potential unforeseen difficulties in the planned research. Data was gathered by means of a combination of methods, namely, four focussed group interviews, four phenomenological interviews, analysis of pupils' workbooks, analysis of pupils' school reports, analysis of the proceedings at a conference on Multilinguality and field notes. Interviews were audio-taped and transcribed verbatim. The proceedings at the conference were video-taped and also transcribed verbatim. The data was content and phenomenologically analysed by using Kerlinger's Method of Content Analysis (1986) and Giorgi's Method of Data Analysis (1985). Quality was built into the research by the application of strategies such as triangulation, persistent observation, referential adequacy materials, peer debriefing, member checks, purposive sampling, reflexive journals, dependability audits, confirmability audits and literature control. Several categories and themes emerged from the analysis of the data. The experiences of the teachers were categorised into the following divisions: pupil related experiences; parent related experiences; community related experiences; administration related experiences; didactic experience; personal experiences; strategies and suggestions. Teachers' attributed the difficulties that the children from the informal settlements were experiencing primarily to their lack of knowledge of English. The schools being English medium schools they expected the children to know English. They perceived the difficulties as arising from a number of factors such as a) pupils' emotional vulnerability, lack of motivation, classroom misbehaviour, ethnic groupings and cultural differences b) mother tongue instruction at their previous schools c) parents socio-economic status and illiteracy and d) social problems and lack of support from the community. It was generally felt that teachers did not have the necessary training and experience needed to teach children who spoke languages other than English. In addition, the children were of a different cultural group and they did not have the expertise to deal with this issue. Teachers perceived the administrators and subject advisors as not been sufficiently supportive and unable to guide them in their efforts to teach the children from the informal settlements. Further, practical problems such as the large number of children per class, wide range of ability groups in their classes, inappropriate placement of children, syllabus demands, and the policy of condoned passes was complicating their teaching. This often led to frustration, resentment, and 'burn-out'. In spite of these difficulties most teachers had attempted to address the difficulties in innovative ways. Understanding and empathising with the children's difficulties and being flexible in their teaching was one of the strategies used by the teachers. Other strategies included the provision of extra tuition in English. The analysis also revealed that some teachers had reflected deeply about their teaching instruction. From their reflections they concluded that they themselves had to change to meet the new demands in teaching. The literature review and control revealed many similarities between studies undertaken in South Africa and some differences and uniqueness. Drawing the threads of the various studies resulted in the development of the strategies suggested. In essence it involves a) the need for teachers to get in touch with their own beliefs, attitudes, strengths and weaknesses and address the needs b) teachers need to empower the children from the informal settlements to meet the demands of the school. This can be accomplished by a) improving their knowledge, skills, and expertise in addressing the concerns expressed b) enlisting the assistance of the parents and the community c) demanding that administrators and subject advisors provide the necessary guidance support and resources need to accomplish their task. Administrators and education advisors need to support, guide and enhance the teachers' expertise. Ways in which this can be accomplished is by providing appropriate, relevant, practical and challenging in-service training, presenting workshops and seminars, initiating staff development programmes and "just being there" for the teachers by valuing them and encouraging them.