This study is conceptualized within the broad context of a national education system struggling to produce within learners either the academic outcomes required for economically productive adulthood or the social and moral outcomes required for active and responsible citizenship. Feeling a sense-of-belonging is a basic human need and crucial for successful communal living as it fosters solidarity. A complicating factor is the notion that diversity negatively affects solidarity. As the only remaining compulsory social institution, schools provide the ideal location for instilling the values required for solidarity. Additionally, since education occurs in a social setting, a sense-of-belonging facilitates the environments required for effective learning. The study adopts the position that both social (relationships) and non-social (structures and resources) components of the “school climate” (a term used to denote the whole-school context) affect the development of a sense-of-belonging in learners. The questions are posed: which aspects of school climate show the greatest effect on sense-of-belonging? What are the effects of diversity and minority group status? Adopting a structural model developed by Cemalcilar (2010), a quantitative methodology is used to measure various aspects of learners’ experiences in terms of their levels of subjective satisfaction and identifies the effects of the aspects on sense-of-belonging. Further, the relationships are examined in relation to the effects of components of the concept of diversity. Brofenbrenner’s ecological theory of human development (1979) and various normative functionalist theories of social control, primarily those of Hirschi (1969), are applied to explain variations in satisfaction and sense-of-belonging. Regression analysis indicates that the strongest determinants on learners’ satisfaction with the school climate are the relationships with peers and teachers, and the quality of the campus and resources. The need for emotional bonds characterised by trust and respect emerges as vital. An unexpected result is that social and structural satisfaction as conceptualized in the model do not significantly account for variations in sense-of-belonging. The learners do, however, report relatively high levels of sense-of-belonging, so alternate sources of the sensation not directly measured by the model are presented as possible explanations (e.g. extra-murals and gangs). The results do not support the hypothesis that diversity negatively affects sense-of-belonging and few significant effects were found for belonging to a minority group. Concluding remarks highlight the need for government to continue the improvement of the structural conditions of our schools and the greater need for an emphasis on respect - Ubuntu - in the hidden and visible curricula to foster improvements in both academic and civil outcomes. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2011

No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1999.

Statistics suggest that there are approximately 15 million educationally deficient adults in South Africa (Population Census, 1991). Given the widespread extent of educational deficiency among black adults, and the weak adult education base that exists currently, the study is formulated on the notion that alternative adult education provision can serve as a vehicle to transform the educational status of this sector. Methodologically the study is a theoretically based one, with a component of empirical analysis which utilizes census data and secondary analysis. The study applies radical theory to develop a historical perspective of the socio-political conditions of black schooling which were characterized by inadequate access, high drop-out rates, widespread failure, and a low quality of provision. Despite periodic expansionist and reformist strategies black educational provision remained inadequate and inferior. Four changing reformist strategies which reflect contradictory aspects are identified during the period 1953-1990, namely self-help (1953-1963), black education and the bantustan strategy (1963-1973), educational reform for economic expansion and political stability (1973-1983), and the repression of popular mobilization (1983-1990). It is in this context that the widespread extent of educational deficiency among black adults is interpreted as a consequence of poor educational provision within specific socio-political circumstances. In advancing a critical theory of schooling, the study utilizes a marxist paradigm reflecting deterministic, voluntaristic, and autonomous functions of the black education system in South African society. These changing roles of the educational system have reflected dominant theoretical positions in particular sequence, namely reproduction (1800s-1975), resistance (1976-1990), and transformation (1990 onwards). This critical theory of schooling is further contextualized to serve as a basis to transform adult education provision, so that it may effectively address the needs of the educationally deficient adult population. To achieve this, the study proposes that adult education provision must be reformulated along the lines of critical literacy and cultural power. An indepth analysis of adult education as a field of study is provided, focusing on definitions, issues relating to content, purpose, and practice, ideological debates, strategies, purposes, providers, target groups, and factors affecting participation and recruitment. The main conclusions of the study relate to the conditions of the black schooling system as a contributory factor in black adult educational deficiency, the extent of adult educational deficiency, sociological implications, and current educational provision in South Africa. The recommendations of the study focus on transforming initial basic educational provision, developing a culture of learning, and the implementation of a policy of adult education. / Thesis (Ph.D.)-University of Durban-Westville, 1996.

This dissertation provides a sociological description and explanatory account of the organisational transformation in the Durban Public Order Police (POP) unit following the transition to democratic governance in South Africa in the mid-1990s. In contrast to other more cursory commentary on police organisational change in South Africa, an in-depth case study is used to provide a close-in examination of the details of successes and limitations of particular aspects of the transformation project. Through the use of an ethnographic approach - supported by quantitative research methods - I explore the mechanisms that were used to bring about change in Durban POP and assess the extent to which this change process has been successful. Extending the work of Janet Chan and Edgar Schein, I argue that for police organisational change to take place, there needs to be a shift in both the field (objective, historical relations or the structural conditions of police work) but also in existing 'police culture' (basic assumptions and values). Police organisational transformation can only be partially brought about through conventional mechanisms of change such as new policies, revised training, or even new entrylevel recruitment programmes. Rather, fundamental shifts in assumptions and values requires a) changes in the way in which police work is structured and evaluated; b) daily experiences 'on the streets' that demonstrate that new policing responses achieve desired and positive outcomes; and c) a work environment that is supportive whereby all members feel acknowledged and where the diversity of members (and consequently of communities more broadly) is valued. To empirically validate this argument, three key areas of the organisational life of Durban POP are examined. First, the extent to which the behaviour of members of the unit toward the public has changed following the implementation of new training and policy is closely examined. I argue that mechanical change in police behaviour was not difficult to achieve. However, this behavioural change was only partly accompanied by more fundamental changes in the basic assumptions that police held about their work and their environment. Changed behaviour was, as a result, contingent on immediate circumstances and on the extent of supervision and gUidance provided to unit members by their officers. Second, in order to explain this low level of change, I examine the nature of management and supervision in the unit. Despite the emphasis in the South African public service legislation on participatory and professional management practices, police supervisors and managers had retained an autocratic management style. In addition, police supervisors and managers did not always provide sufficient direction to rank-and-file officers, much needed during times of police organisational change. Third, in further explanation of the limited level of change, the extent to which pre-existing social cleavages (based on race and gender) that existed within the unit have changed is explored. Despite affirmative action and equity legislation and programmes, the unit continued to be plagued by deep racial and gender divisions which were reinforced by the structural make-up of the unit and the inability of middle management to challenge them and to provide alternative ways of organizing and interacting within the unit. / Thesis (Ph.D.)-University of Natal,Durban, 2002.

Over the last few years there has been a escalation of interest in the study of femineity and women. The term "men" is used as an unmarked omnipresent category to symbolise humanity in general. Over the last two decades feminists have challenged the ideological and material requirements of such definite male bias. Feminists have built their position on the notion of 'the personal is political", feminists have raised a number of questions regarding the status quo in society. In this dissertation, the researcher does not aim to fill a descriptive void, but to demonstrate the theories and approaches to gender as well as suggest further areas for research. In the introduction, the researcher examines the wider academic background to the study as well as raising intellectual and political issues raised by feminists and postmodern theory. A basic axiom is that new intuition into social relations follow the investigation of cultural categories that have previously been taken for granted. The chapter on India draws attention to the ways in which femininity produced within the Chipko movement impinged on the relations between colonizer and colonized. The indigenous notions of gendered difference are constantly created and transformed in everyday interactions. Relations of power are constituent parts of these interactions. This experience is never comprehensive, hence it changes over time and space. / Thesis (Ph.D.)-University of Durban-Westville, 1998.

The institutions of marriage and family have existed throughout human kind and continue to do so as we enter the twenty first century. These are important institutions that prepare individuals as social actors. The progress of society from its traditional form to present levels of modernity, has come with many consequences for the institutions of marriage and the family. This has been witnessed by high rates of marital breakdown and single parenthood in almost all societies. The causes of marriage and family breakdown are many, and complex. It is a multi-factored problem which social scientists and policy makers are battling to come to grips with since its escalation has enonnous social, economic and political consequences. The biggest victims of marital breakdown are children. Unless society comes to grips with this social problem, the institutions of marriage and the family are at risk of collapsing. For society to continue to prepare future social actors, it is paramount that these two institutions are preserved. / Thesis (Ph.D.)-University of Durban-Westville, 2001.

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The concern of this study is primarily with insights, either acquired or original, which may be gleaned from the works of Michael Quinn Patton, especially his seminal book, “Utilization-Focused Evaluation” with regards to utilisation of evaluation. The importance of utilisation of evaluation processes and findings cannot be overemphasised. Use is critical to the success of multiple development programmes in South Africa which collectively will ultimately determine the country’s accomplishment of its developmental goals. The study is an analysis of the relevant literature on utilisation of evaluation; comparing and contrasting Patton’s writings with those of other scholars on this topic of utilisation. The process of understanding these insights involves a brief biography of Patton to get a glimpse into the factors which influenced the development of his ideas and to learn from them as well as from his innovative ideas. The major theme of utilization-focused approach to evaluation is utility and actual use of evaluations. The study therefore devotes special attention to these concepts in order to find out how he defines them, his motivation to focus on them and his perceptions of the purposes of evaluation. These determine his conception of the evaluation field; and his success in promoting evaluation utilisation is measured against them. The study also contains a detailed discussion of the so-called “paradigms debate” between the quantitative and qualitative paradigms in the educational and social sciences in the 1960s and 1970s. This debate was necessary to quell the division triggered by the domination of the quantitative paradigm over qualitative one in these fields and to promote understanding of the need to prioritise research questions by designing studies to answer to them instead of research problems being fitted into “onesize- fits-all” readymade designs, the study argues. The role played by Patton in turning evaluation into a profession is also discussed at length. His works on this subject include a contribution towards enhancing quality and credibility of evaluation, major input on the Standards of Excellence for Evaluation as well as assisting in the development of methods for evaluation. The inevitability of politics in evaluation is highlighted together with the importance of their ethical conduct. The debates in the American Evaluation Association are very illuminating and Patton’s involvement in them is detailed in the study. They cover a range of issues which are useful to deepening of understanding of evaluation conduct and particular factors which affect use. The study ends with a critical analysis of Patton’s contribution to utilisation of evaluations by programme decision makers and its significance to South Africa. / AFRIKAANSE OPSOMMING: Die doel van dié studie het hoofsaaklik te doen met insigte, hetsy oorspronklik of ontleen aan ander bronne, wat afgelei kan word van die werk van Michael Quinn Patton, veral van sy invloedryke boek, “Utilization-Focused Evaluation,” ten opsigte van die toepassing van program-evaluasie. Die belangrikheid van die toepassing van evalueringsprosesse en -bevindings, kan nie oorbeklemtoon word nie. Toepassing is krities tot die sukses van veelvuldige ontwikkelingsprogramme in Suid-Afrika wat gesamentlik uiteindelik sal bepaal of die land sy ontwikkelingsdoelwitte sal bereik. Die studie is ’n analise van die tersaaklike literatuur oor die toepassing van evaluering; wat Patton se werk met dié van ander skrywers oor die onderwerp van toepassing vergelyk. Die proses om dié insigte te verstaan, behels ’n kort biografie van Patton ten einde ’n vlugtige blik te kry oor die faktore wat tot die ontwikkeling van sy idees aanleiding gegee het en om van hulle, sowel as van sy innoverende idees, te leer. Die hooftema van die toespitsing op die toepassingsbenadering vir evaluering, is sy veelsydigheid en die werklike gebruik van evaluasies. Derhalwe le die studie hom dus veral op dié konsepte toe ten einde vas te stel hoe hy hulle gebruik het, wat sy motivering was om daarop te fokus en sy siening rondom die doelwitte van evaluasie. Dít bepaal sy begrip van die gebied van evaluasie, en sy sukses ten einde die toepassing van evaluasie te bevorder, word hierteenoor gemeet. ’n Uitvoerige bespreking oor die sogenaamde “ paradigma-debat’’ tussen die kwantatiewe en kwalitatiewe paradigmas in die opvoedkundige en sosiale wetenskappe van die 1960’s en 1970’s word ook hierin saamgevat. Verder voer die studie aan dat die debat noodsaaklik was ten einde die verdeeldheid te oorkom wat deur die oorheersing van die kwantitatiewe oor die kwalitatiewe paradigmas op dié terreine veroorsaak is, en om begrip te bevorder betreffende die behoefte om navorsingsvrae voorrang te gee deur studies te ontwerp wat dié vrae beantwoord, in plaas daarvan om navorsingsprobleme in ’n klaargemaakte een-grootte-pas-almal ontwerp te plaas. Patton se rol om program-evaluasie in’n professie te omskep, word breedvoerig bespreek. Sy werk oor die onderwerp sluit ’n bydrae in om die gehalte en geloofwaardigheid van evaluasie te verhef, belangrike insette ten opsigte van die Standaarde van Uitnemenheid vir Evaluasie, sowel as om met die ontwikkeling van evaluasiemetodes te help.

Thesis (DSc (Sociology and Social Anthropology. Centre for Research on Science and Technology))—University of Stellenbosch, 2009. / ENGLISH ABSTRACT: In this study the fundamental question about the technical relationship is investigated. The term ‘technology’ was found to be misused out of contexts by various disciplinary authors. Some authors used it for the notion that could better be described as artefacts. Consequently what was called ‘technology transfer’ was little more than artefactual transfer. Others concentrated on production and design that could better be described by techno-practice. Still others confused so-called ‘technological knowledge’ with what could be described as techno-knowledge and techno-literacy. A survey of notions of the authors in the field of Science and Technology Studies (STS), especially those that focussed on technology was done and it was found that the following elements were identifiable: Techno-practice for the ‘practice’ of the making, forming, designing and maintaining of artefacts. For this was required Technoknowledge, for the know-how and experience in making, and maintaining these artefacts. Furthermore the element of Techno-science for the technical science that was recording knowledge from different sciences like mathematics, physics and electronics etc. to help in the solutions of techno-practice was identified. Lastly technoliteracy was distinguished from techno-knowledge, indicating the capability to use artefacts without necessarily having the knowledge to fix them. Driving a car but not being able to fix it sounds like a good example. The result of techno-practice is normally an artefact. What was interesting, is that many saw the result of technology as technology. Many associate an artefact with the process of techno-practice under the term ‘technology’. An amazing paradigmparalysis was found that could not distinguish the technical from the technological and cannot be better illustrated than by the biased statement: “Clearly computers are technology…” where-as clearly computers are artefacts, the result of a technical design and production process. Lastly the transcendental empirical method was used to consider the ontic (transcendental) conditions required for this technical relationship and it was described in an ontological, anthropological and societal framework. / AFRIKAANSE OPSOMMING: In die studie is die grondvraag na die tegniese verwantskap ondersoek. Daar is gevind dat die term ‘tegnologie’ buite konteks misbruik word deur verskeie vakwetenskaplike outeurs. Sommige gebruik dit vir wat beter aangedui kan word met die term artefakt. Gevolglik is wat genoem was ‘tegnologie-oordrag’ eintlik beter beskryf met die terme artefakt oordrag. Ander het konsentreer op produksie en ontwerp wat eintlik beter beskryf kan word met die term tegno-praktyk. Sogenaamde ‘tegnologiese kennis’ is verder verwar met wat eintlik beter beskryf kan word as tegniese kennis en tegniese geletterdheid. ‘n Oorsig van terme en gebruike van outeurs in die veld van wetenskap en tegnologie studies (STS) veral diegene wat op ‘tegnologie’ gekonsentreer het, het die volgende elemente ge-identifiseer. Tegno-praktyk vir die praktyk van vervaardiging, ontwerp en instandhouding van artefakte. Tegniese kennis (tegno-kennis) vir die ondervinding van vorming en instandhouding van die artefakte. Tegniese wetenskap (tegno-wetenskap) vir die wetenskap wat kennis aangaande die tegniese proses byeenbring uit ander wetenskappe soos wiskunde, fisika en elektronika, byvoorbeeld om tegniese probleme op te los en moontlikhede te skep. Laastens was tegniese geletterdheid onderskei van tegniese kennis soos om ‘n motor te kan bestuur sonder om dit noodwendig te kan herstel. Die gevolg van tegno-praktyk is gewoonlik ‘n artefakt. Wat interessant was is die feit dat verskeie die resultaat van ‘tegnologie’ as ‘tegnologie’ beskou het. Baie gevalle van waar ‘n artefakt gelykgestel was aan die proses van tegno-praktyk was opgemerk natuurlik onder die term ‘tegnologie’. ‘n Verbasende paradigma versteendheid was gevind waar outeurs nie die onderskeid tussen die tegniese en tegnologiese kon onderskei nie. In ‘n sekere sin kan dit nie beter geïllustreer word as die volgende bevooroordeelde stelling dat dit tog ‘…duidelik is dat rekenaars tegnologie is…’ terwyl dit ewe-eens duidelik is dat rekenaars eintlik artefakte is, die resultaat van ‘n ontwerp en vervaardigingsproses. Laastens is die transendentaal empiriese metode gebruik om die onties (transendentale) struktuurvoorwaardes vir die tegniese verwantskap in ag te neem en daarna is dit beskryf in ‘n ontologiese, (wysgerig) antropologiese en samelewingsraamwerk.

The context of this study is the introduction of a new national quality assurance system for South African higher education by an agency of the Department of Education. The purpose of the study is to conduct a critical policy analysis of the Council of Higher Education’s Higher Education Quality Committee’s policy formulation process. In doing so, the study seeks to understand how the quality of teaching and learning practice might be enhanced through quality assurance. In order to answer this question the study examines the literature on quality assurance in higher education and proposes a simple conceptual framework for mapping different approaches to quality assurance. The framework is based on a normative judgment that communicative action is more likely to result in the improvement of teaching and learning practice than instrumental action. Approaches to policy analysis and evaluation research are explored and it is argued that policymaking is a complex multi-faceted process requiring a pluralist research design. This is attempted in the study where a range of research methods are employed from within a critical social science paradigm. The study analyses data gathered at each of the policy stages: setting the policy agenda, policy formulation, policy adoption and policy reformulation, but stops short of researching policy implementation in any depth. The study is therefore classified as a formative, clarificatory evaluation. It seeks to evaluate the conceptualization and design of instruments for quality assurance, stakeholder contribution to policy development and stakeholder response to policy proposals. In particular the study seeks to uncover the different values, discourses and ideologies that stakeholders subscribe to in the policymaking process. The findings of the study show that the HEQC did attempt to work communicatively and consultatively with the higher education community and that it was, in part, due to its consultative efforts, that the final policy instruments were greatly improved. But the study also shows that the consultative process was only partially successful, with serious differences still existing between the HEQC and some stakeholder groups. Different stakeholder approaches to quality assurance are traced to deeper historical, cultural and ideological differences. The study suggests that these factors are likely to hinder the smooth implementation of the HEQC’s policies. The findings of the study also suggest that the challenge of designing a model of quality assurance that caters adequately for both the improvement and accountability purposes of quality assurance was not entirely met in this policymaking process. Furthermore, the study suggests that because the HEQC’s policies were, from the outset, conceived of as a means of furthering the state’s transformation agenda, its idea of quality and its quality assurance procedures are beginning to work ideologically. This has the effect of politicizing the implementation process and undermining the HEQC’s efforts to improve the quality of teaching and learning practice in South African higher education.

Thesis (DPhil (Sociology and Social Anthropology))--Stellenbosch University, 2008. / The aim of the study was to design an alcohol abuse prevention program for the workplace that was based on a sound program theory. Ultimately the study aimed to indicate an approach to the improvement of social service programs by the incorporation of program theory in the design, implementation and evaluation of social service programs. In the first phase of the study the program theory was developed. Literature studies on the prevention of alcohol abuse and on program evaluation were done. This was followed by a survey in the workplace to determine alcohol consumption and abuse, factors contributing to alcohol consumption, workplace factors contributing to abuse and attitudes towards the responsible consumption of alcohol. The survey was complemented by focus group discussions. Eight hundred and fifteen respondents completed the survey. The most important findings were that 46% of respondents indicated that they drink alcohol, nine percent could be classified as alcohol dependent according to the Michigan Alcoholism Screening Test (Selzer, 1971) and 24% of men and 15 % of women drank at risky levels. The most important factors contributing to alcohol consumption were social problems, social drinking and dependence. Workplace factors contributing to alcohol consumption were the lack of control, availability of alcohol, social pressure to drink and the quality of work. The program theory was formulated from the results of the literature study, the survey and the focus group discussions. The all-inclusive program theory was that life skills training will lead to a reduction in frustration and therefore a reduction in the abuse of alcohol, within a positive work environment. In the following phase the program was implemented and evaluated. The program consisted of life skills training, supervisor training and the revision of the alcohol policy. Quantitative and qualitative methods were used to test the program theory and evaluate the program. The life skills program was tested by means of an experimental design. The experimental groups showed an improvement in psychosocial functioning, but the differences were not statistically significant. The intervention had no significant effect on the consumption of alcohol. Respondents’ knowledge about the moderate drinking of alcohol improved significantly, but attitudes towards moderate drinking were not affected. Supervisor training was done to improve relationships at work and to lower frustration. Supervisors improved their knowledge of managing a troubled employee significantly and felt more comfortable in managing troubled employees after the training. The substance abuse policy of the workplace was revised successfully. The study contributes significantly to the methodological improvement of substance abuse prevention programs in the workplace and illustrates the importance of program theory in the design and evaluation of social programs. The study also illustrates how a process of formative evaluation can be used to improve social programs. More specifically the value of a systematic process of program development and program evaluation has been demonstrated, including that an in depth problem analysis has been done, an intensive and collaborative process of theory development has been undertaken and a rigorist evaluation design (with quantitative and qualitative components) has been applied.