Abstract not available. / Thesis (MPA)-University of Durban-Westville, 2001.

No abstract available. / Thesis (MPA)-University of Durban-Westville, 2002.

No abstract provided. / Thesis (MPA)-University of Durban-Westville, 2002.

As the world perches on the dawn of a new millennium, the strides humankind has made in the advancement of information and communications technologies such as the World Wide Web (WWW) and Internet, have surpassed even the greatest of expectations. Technology is a force that is reshaping the way we live. In the field of Public Administration it is being given increased prominence as a social restructuring force which has immense potential to assist with the delivery of public services. One of the areas in which it is having a notable impact is in the field of education. This study investigates the role of World Wide Web (WWW) technologies in the delivery of education at South African Tertiary institutions. An overview of the experiences of practitioners in the higher education arena in using Web-based technologies is provided. Both the problem-areas as well as positive aspects of Web-based teaching are reviewed. Specific emphasis is placed on the benefits of using the WWW to support resource-based, student-centred learning as envisaged in the Education White Paper 3: A Programme For The Transformation Of Higher Education and Technology-Enhanced Learning in South Africa: A Strategic Plan. Lecturers from fifteen South African tertiary institutions were surveyed. From the results of the survey the extent of usage (currently and in the immediate future) of specific WWW features for course delivery are determined. Possible problems that exist in our institutions, which may be impeding the implementation of Web-based courses, are also highlighted in the analysis of the survey. Lastly, the survey provides some insights into the key aspects of Web-based courses that are important in supporting student-centred learning. The following recommendations are suggested, bearing in mind the limited sample size with which the survey was conducted: • Lecturers designing Web-based courses should make a concerted effort to move away from the use of the Web to merely support delivery of lectures and to incorporate WWW features that would support a more dynamic, interactive, student-centred approach to course delivery. • Management at the departmental, faculty and institutional level should be encouraged to create the possibility for and invest in adequate training of both academic and support staff to support WWW-based course delivery. • Heads of academic units (Departmental Heads) should support lecturers in the adoption of WWW technologies by creating a psychological and physical space to experiment and try out new ideas. • Tertiary institutions should investigate possible collaboration with external partners in the private sector, e.g. vendors of information and communication technologies as a means of alleviating the high financial costs associated with implementing Web-based courses. • The design of Web-based courses should be based on a student-centred learning approach in which the learner is able to select an individualized path in the learning process, and achieve the learning objectives at his/her own pace. Further, the Web course should include the following features to support such an environment: Hosting of students' Web pages; interactive platforms to promote synchronous communication; online drill and testing; course management functions; tracking facilities; and features to provide a secure environment to maintain integrity of students' work and other confidential information. / Thesis (MPA)-University of Durban-Westville, 1999.

The delivery of primary health care (PHC), as promulgated by the World Health Organization (WHO) and in South Africa, is of fundamental importance. Physiotherapy is an essential component of the health care delivery system and must promote PHC during clinical training and practice. In KwaZulu-Natal (KZN), PHC service delivery has been a problem for various reasons such as the history of the country (apartheid era pre- 1994), financial constraints, lack of human resources, physical infrastructure and time constraints. Service delivery within the health sector is reported frequently in the media as physiotherapists and radiographers embarked on a strike latter part of 2009 in KZN due to a discrepancy in the Occupation Specific Dispensation (OSD). Physiotherapists have highlighted that they were overworked, carrying the strain of vacancies, due to frequent resignations to migrate to the private sector. The aim of the research was to explore the promotion of PHC delivery in KZN. The objectives explored the empowerment of students and staff in the Health Science Disciplines to PHC service delivery. In addition, managers at provincial and local levels were included in the study. Barriers and factors that enhance the promotion of PHC were identified. The research design comprised of a survey, a quantitative and qualitative case study of KZN, using questionnaires or semi-structured interviews. The findings indicated that the physiotherapy staff lacked PHC training (p=0.000) and 48.7% of the Disciplines in Health Sciences indicated that the rural needs were not being addressed with regards to PHC service delivery (p=0.018). Each discipline operated within its own silo, without any consultation and inter-disciplinary collaboration, to the detriment of effective delivery of PHC services. Fragmentation and duplication of PHC services existed between Provincial and Local Governments as indicated by 46% of the managers, which is disconcerting post 15 years of democracy in South Africa. The main objective of the National Health Plan and Reconstruction and Development Programme (RDP) was to readdress the inequalities and fragmented health services. Numerous recommendations are made which will improve the journey towards transformation, comprehensive PHC service delivery, and the quality of life of all citizens / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2009.

No abstract available. / Thesis (DPA)-University of Durban-Westville, 1988.

Approaches to management have varied radically in their purposes and have altered significantly over time. Hierarchies of authority, divisions of labour, adherence to rules and spans of control are now regarded as denying the flexibility and responsiveness that provide the necessary conditions for effective leadership. In the past, some theorists viewed leadership as a fixed set of skills and techniques, often aimed at controlling subordinates' behaviour. In the recent past, however, leadership theory tends to emphasize the need for leaders to reflect on themselves, their subordinates' needs, different modalities and approaches, at different times. One such theoretical model, which can begin the process of explaining variations in systems of management and leadership, is the situational theory. An important step in the evolution of knowledge about leadership was the creation of the contingency or situational theory. According to this theory of leadership, the situation determines the best style. The four most influential contingency models of leadership used in this study are Fiedler's contingency model, Hersey and Blanchard's situational model, House's path-goal model, and the Vroom-Yetton-Jago leader-participation model. In this study, the four situational models were used to ascertain whether superintendents of education (management) in the eThekwini Region can and do use different leadership styles in different situations. The researcher identified three variables in the work situation that help determine which leadership style will be effective, namely leader-subordinate relations, task structure and the leader's position power. As the researcher gathered more data from a variety of survey methods such as participant observation, an attitudinal questionnaire, and semi-structured interviews, it was found that effective superintendents not only managed downward but were also effective in lateral relationships with subordinates. The aim of the study, therefore, was to discover whether the participants were adept at recognizing the requirements of the situation and the needs of their subordinates, and then adjusting their own leadership style accordingly. A basic feature of the situational or contingency theory of leadership, envisaged in this study, is that it seeks to emancipate superintendents from their dependency on practices that are the product of precedent, habit and tradition by developing modes of analysis and enquiry that are aimed at exposing and examining the beliefs, values and assumptions implicit in the theoretical framework through which superintendents organize their experiences. The study shows that it is only by challenging the adequacy of conventional theories of leadership practice that the observations, interpretations and judgments of superintendents will become more rational and coherent and their practices will be conducted in effective ways. By subjecting the beliefs and justifications of existing and ongoing practical traditions to rational analysis, theory transforms practice by transforming the ways in which practice is experienced and understood. Superintendents of Education (Management) based in the eThekwini Region are operating in one of the most dynamic and complex educational enviromnents in KwaZulu-Natal, one where many variables have an enormous influence on their main task, namely to achieve the goals and objectives of the Education Department. In this context, a whole new vista of leadership can be explored. Leadership is fundamentally the task of these superintendents to direct the activities and performance of subordinates, such as principals of schools, so that the objectives of the Department can be attained. In its simplest form, leadership is the relationship and interaction between the superintendent and his or her subordinate. In setting up the study, the researcher provided for the participation of superintendents and principals. The new political dispensation in South Africa is characterized by a host of variables that can be classified under what is known as 'transformation', In an educational landscape that is undergoing fundamental change, superintendents no longer have the luxury of relying on generic administrative approaches, technical skills, and management functions. To this end, this study makes the point that the success of the current education system is not necessarily due to the superintendents' competence as managers but rather to their ability as leaders. Turning superintendents into educational leaders so that they can become better managers is one of the underlying principles behind this study. The real challenge facing superintendents is to combine strong leadership and strong management and use each to balance the other. Research on leadership is moving in many directions and new lines of enquiry are opening up in an effort to construct the ultimate leadership model. International research shows that high impact leaders do not rely solely on the structural approach. These leaders consciously reflect on, study and develop their leadership practices to meet the demands of today's evolving education enviromnent. Recent studies suggest that effective superintendents take time and effort to manage their relationships with their subordinates. For multiple leadership roles to work together,the actions of superintendents must be carefully coordinated by strategies that differ from those coordinating traditional management roles. Such strategies, the researcher believes, help create a corporate culture where superintendents value strong leadership and strive to create it. Institutionalizing a leadership-centred culture is the ultimate act of leadership. The researcher believes that this study has the potential to challenge superintendents to play a more meaningful and appropriate role in the transformation of educational leadership. It was with this in mind that an analysis of the theory and practice of leadership in education with a particular reference to superintendents of education (management) in the eThekwini Region of KwaZulu-Natal Department of Education and Culture was visited by the researcher. / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2004.

Education in South Africa, in the times of the national government, had been regulated and controlled. During the 1990's, however, with the emergence of the new democratic government, the degree of control and regulation eased to allow a spirit of free enterprise. This provided entrepreneurial opportunities to engage in the provisioning of education. These opportunities proved very successful resulting in good business options. This development was not matched with any regulation or standards, consequently no mechanisms were in place that provided guidelines on personal and academic quality. In most cases private providers were not of an academic background and therefore based their practice strictly along business lines. Private providers sought accreditation from international partners. This had reciprocal benefit in that it added a sense of legitimacy and credibility to the private provider while at the same time providing financial benefit to international universities. Over time, as a result of lack of research and development in this sector it was assumed that the private sector was responsible for the loss of student numbers in the public sector. This together with the findings of the task group delegated by the Minister of Education highlighted the urgent need to regulate this sector. This resulted in a sequence of events that gave rise to the regulation policy. The policy required that private providers report on their quality assurance mechanisms. The process was two pronged namely, the application for accreditation and the application for registration. The Department, as a result of lack of capacity, had engaged SAQA (South African Qualifications Authorities) to implement the accreditation process. This was an interim process till such time the Higher Education Quality Council is fully set up. The process proved complex, the document to apply for accreditation, termed the "blue book" was not a user friendly document. This coupled with the lack of academic experience in quality assurance on the part of private providers, resulted in severe implementation problems. This study addresses the implementation process by the Department of Education. It looks at the responsibility and participation of all stakeholders in the process and attempts to identify what factors had contributed to the poor implementation. The study probes the responses from private providers in Kwa-Zulu Natal and from the regulatory authorities. The study is grounded in the literature survey. One must be mindful that this regulation process is a new development. The work of the HEQC and the Council on Higher Education is new. Currently there are web sites that outline clearly their aims, objectives, process and procedures. However, at the time of the first implementation in 1998, little information was available. The documentation was developed after the process had been implemented. This coupled with understaffing from SAQA and the DoE exacerbated the problem. This study therefore explores the implementation process. This process is now improved and changed now the Council on Higher Education has implemented the quality assurance mechanisms. / Thesis (Ph.D.)-University of Durban-Westville, 2002.

Good governance is the only mechanism available to provide for the basic social needs of communities within a normative and ethical paradigm. Good governance in South Africa is based on the tenets of the Batho Pele (People First) principles and practices. The primary aim of this study is to determine the factors impacting on good governance utilizing a case study of service delivery in child abuse in the eThekwini Municipal District of the KwaZulu-Natal Province. The Constitution of the Republic of South Africa, 1996, the Bill of Rights in Chapter 2, provides for the protection of all children from abuse in South Africa. There have been several policies that were developed to realize this constitutional commitment. Despite these developments, and South Africa achieving a democratic order since 1994, the abuse of children continues to occur in the eThekwini Municipal District, in large numbers as has been revealed in this research study. This research study has illustrated that the barriers to good governance in the delivery of services to children who are abused are several. They stem from structural, strategic and operational gaps that are prevalent and that have an adverse impact on the accessibility and quality of service delivery to all communities, at the coalface. The researcher is of the believe therefore that turnarounds to address these challenges of achieving good governance practices in service delivery in child abuse, will only be met from a wide range of actions involving all spheres of government at the strategic helm and the various government and nongovernmental sectors at an operational level. The processes of governance in the delivery of services in child abuse in the eThekwini Municipal District is riddled with problems and anomalies that emanate from the barrierladen structural positioning and the ineffective leadership role of provincial strategic governance structures in so far as strategic direction in this priority area of child protection, is concerned. The outcome of any service delivery program through the processes of good governance, according to current policy mandates, is that beneficiaries of services achieve sustainable development and this could only be achieved if there is a holistic services delivered to the client system. This has not happened in service delivery in child abuse in the eThekwini Municipal District. Services were fragmented and duplication occurred as the different state sectors responsible for service delivery were in the main, operating in silos. Governance in service delivery seemed to lack direction due to the absence of an intersectoral strategic planning process. There was no strategic plan to inform operations on the ground and which it is proposed, would have facilitated child protection organizations to acquire separate budgets for resource acquisition, to facilitate and support efficient, effective, economical and sustainable service delivery. In actual fact, there were no separate budgets to fund services in child abuse by the different sectors. There were therefore very limited programs available for services to child abuse victims. There was no service delivery improvement plan for child protection which is the priority area within which services in child abuse is provided for. This according to the National Policy Framework and Strategic Plan for the Prevention and Management of Child Abuse, (2004), was supposed to be the strategic core function of the Provincial Department of Social Development. There is a clear indication that this strategic governance structure has not complied with the mandate of the Public Service Regulation, 2001 by ensuring that there was a service delivery improvement plan in place for child abuse services that was well known to service providers for the period of this study. One can then from this prevailing situation conclude, that the public service policies and legislation had not been complied with in this regard at a provincial level. This had led to the lack of leadership that existed in service delivery in child abuse at the local community level. A consequence of this shortcoming was that each state department developed its own sectoral operational plans and rendered services according to these sectoral plans that were geared to meet the sectoral need which in a manner, entrenched fragmented service delivery and had resulted in victims of child abuse being exposed to secondary abuse by service providers. The present constitutional provision is that service delivery in child abuse be managed as a national and provincial responsibility under the umbrella of child care and protection services. The Public Works Department is responsible for infrastructure development for these sectors at the local level. The study has revealed that the biggest challenge to accessibility of services in rural areas was the lack of basic infrastructure of roads, electricity, telephones and safe environments, the constitutional responsibility of which is the core function of local government. The local sphere of governance does not play a role in ensuring that structural barriers to good governance in service delivery in child abuse are included in their Intergrated Development Plans (IDP), for the simple reason that it is not a constitutional functionality of this sphere of government. There is in practice, no plan in place, to address the structural barriers to improve accessibility of services in child abuse in rural areas, due to the exclusion of local government structures in this process. This arrangement is an anomalie which exacerbates the problem of poor governance in service delivery in child abuse. The attempts of decentralizing social service delivery was not achieving the purpose of taking services to the community, as the decentralized service points were still not within reach of people because of the great distances between communities and service points. Furthermore, these services only operated in the day and not after hours when it is presumed that more abuse happens, and the employed members of communities are able to assist child victims and their support systems to seek help. The study has revealed that some best practice policies such as the KwaZulu-Natal Multidisciplinary Protocol on Child Abuse and Neglect, has come into disuse in the province. The best practice model of the Thuthuzela Care Centre, was currently being piloted in two different hospitals. Communities serviced by the two hospitals running this programme, benefitted from a multi-disciplinary service provided by intersectoral roleplayers. This program is led by the National Prosecuting Authority whose aim was to improve the conviction rate of perpetrators of abuse. It has been established that funding for this programme was obtained through international donor funding. Two very significant factors emerged in this research study with regard to policy development in child abuse, and they are worth noting. The first was a reliance on international donor funding for policy development by individual government and non-governmental sectors. This has compelled policy developers then to comply with meeting the requirements of donor agencies, instead of that of the community. There was a lack of a participative governance approach through the inclusion of the local communities in these initiatives. It does appear as though policy development in child abuse service delivery was heavily influenced by global partners in governance, instead. Secondly, while good governance policies were developed such as the KwaZulu-Natal Multi-disciplinary Protocol on Child Abuse and Neglect, its implementation was not supported nor monitored by the responsible strategic governance structure and this resulted in such policies being ineffective. The policy review process as well was not fully participative and did not promote local community input. While politicians have focused on policy development in response to an externally identified need other than that of the affected community, there has been no provision for the required resources and strategic leadership for ensuring coordinated holistic accessible service delivery. Neither has there been provision for oversight and support services to ensure that implementation happens at a community level. While the Department of Social Development is mandated to be the lead department in matters of child abuse, it seems not to have strongly positioned itself in this regard. This department assumed a weak position in so far as taking on responsibility for leading and directing services to children who are abused. There are too many different policies that are developed by the national department and handed to the province for implementation in local communities. Some of these policies address a similar aspect of service except that it comes from a different sector. This has caused a great deal of confusion on the ground as to which was the relevant policy to implement. There appears to be a rigorous attempt at policy formulation and development with very little regard to the support resources such as additional staff, equipment and the required intensity of training for key personnel. It has led to frustrations felt by intersectoral service providers at grassroots. Child abuse is a phenomenon of living and that requires crisis intervention by significant role-players at a grassroots level when it occurs. The study has revealed that important sectors who impact on the daily lives of people have been excluded from the governance processes. These structures are local government, the house of traditional affairs, business, cultural and religious organizations and the local community. The researcher proposes the utilization of the Governance Model in public administration which should be primarily community based and include all local governance structures. It therefore supports the bottom-up intersectoral approach in its modis operandi. Furthermore, service delivery should be provided from a one-stop centre under the leadership of a project manager. The model embraces ethical and normative theoretical practices within a democratic and developmental paradigm. This model repositions the strategic planning responsibility to local governance structures and proposes that the provincial structures assume a monitoring and oversight role which should be participative and which should include community representation. / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2010.

No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1991.