Car washing consumes large quantities of water and results in large amounts of wastewater effluent being generated, but has received little attention as a potential source of water pollution globally. The study investigated the water use, wastewater effluent quality and toxicity of selected carwashes in City of Tshwane. Ten carwashes in the City of Tshwane were purposively selected and analysis done on a variety of water quality aspects including microbiological, toxicity, BOD,COD, oil and grease, anionic surfactants, sulphates, phosphates and heavy metals. The results obtained show that oil and grease exceeded the WHO and National Water Act standards of 2.5mg/L in all sites except CW2 and Diesel range organics were significantly high in some sites (CW4, 7 & 8) at 60.5, 40 and 48.8mg/L. COD and BOD of the waste water exceeded the WHO standards of 30mg/L and 60mg/L in all sites except CW2. Bacteria contamination was very high in all wastewater samples and all samples exhibited (mild to high) toxicity to Vibrio fischeri and high toxicity to Daphnia pulex except CW2. These results suggest that wastewater from carwashes is high in some pollutants that may interfere with the receiving environment and municipal treatment systems and there is a need for responsible authorities to regulate the quality of effluent discharged into the environment / Environmental Sciences / M.Sc. (Environmental Science)

South Africa, in general, is plagued by high unemployment, especially among the youth. The study explores how mentorship can be employed to foster youth entrepreneurship at Telkom, South Africa. The primary focus of the investigation was to establish whether mentorship could be the answer to the declining youth entrepreneurship in the city of Tshwane. The study was done by conducting a qualitative research, using the Telkom mentorship programme as the sample. The sample consisted of mentors and youth mentees from the Telkom mentorship database. Data was collected using semi-structured open-ended interviews. Data analysis was done using thematic analysis with Atlas Ti 8.0. The literature showed that mentoring has benefits for both mentors and entrepreneur mentees. It also showed that the government and private sectors can play a key role in youth entrepreneur mentorship. The findings of the study have proven that mentorship yields positive results for youth entrepreneurs, which supports the literature in this study. The findings of the study yielded five themes, which were: success factors for mentorship, inhibiting factors for mentorship, role of government in mentorship, role of private sector in mentorship and influence of mentorship on successful youth entrepreneurship. In addressing the objectives of this study, the findings have proven that there is a relationship between mentorship and successful youth entrepreneurship, as per the first objective. The role of government and the private sector were identified as key in the mentorship of youth entrepreneurs. The recommendations made in this study include improvements in the mentorship programme for mentees and mentors, initiatives by government that include more mentorship programmes and better communication as well as providing funding for mentorship programmes. Additionally, the private sector needs initiatives to make their programmes more accessible to the public. Further research to establish the correlation between mentorship and successful entrepreneurship is recommended / Business Management / M. Com. (Business Management)

The Extended Public Works Programme (EPWP) is a government programme targeted at unemployed individuals. Public entities at the national, provincial and municipal level implement the EPWP. The City of Tshwane Metropolitan Municipality (CTMM) is one of the entities implementing the EPWP at the local level. This study investigated the implementation of the EPWP within the CTMM with a view to understand the current implementation approach. The CTMM has been unable to achieve their EPWP annual targets since 2009. The CTMM experienced the lack of attaining targets mainly in relation to persons with disabilities (2%), and indigents (50%). Other challenges include the lack of training EPWP participants in specialized skills; the unsustainable nature of the EPWP projects; and un-approval of the draft EPWP policy. This study proposes interventions with regard to the coordination of the EPWP, improved monitoring of projects, training, indigent criteria, and approval of the EPWP policy within the CTMM. / Development Studies / M.A. (Development Studies)

The role played by the principal as instructional leader worldwide is critical due to its direct and indirect impact on learner achievement.In South African primary schools the role of the principal as instructional leader in improving learning achievement is a pressing issue since most South African primary school learners perform far below par as determined by benchmarking carried out by local and international education assessment agencies with reference to curriculum goals and literacy and numeracy milestones.This descriptive exploratory study examined the role of the principal as instructional leader in primary schools in South Africa with special reference to the Tshwane South District, Gauteng Province. The study was informed by a literature review of local and international sources related to theoretical perspectives on instructional leadership, the features of instructional leadership that impact on learner achievement and selected models of instructional leadership. An overview of contextual and school factors which shape primary school learner achievement in South Africa with reference to the rural and township communities also framed the empirical inquiry. A mixed method study was conducted according to two phases: Phase 1 comprised the quantitative component (questionnaires); Phase 2 comprised the qualitative component (interviews). Both phases were conducted in the Tshwane South District, Gauteng Province. In both phases data were gathered from primary school principals and Institute Development Support Officials (IDSOs) selected by random and purposeful sampling respectively. The questionnaire findings indicated that the principals and IDSOs had adequate qualifications and experience, and that key school policies are in place. However, the principals are less confident about policy implementation, particularly with regard to educator and learner discipline. They face many systemic problems, such as inadequate school resources and additional funds in no fee-paying schools to improve the infrastructure and reduce the learner-teacher ratios. The findings from the interviews indicated that the principals struggle to maintain participative management with the school governing bodies; are hampered by contextual factors, especially poor school infrastructure; and are challenged to meet the requirements of annual benchmarking assessments. Based on the findings of the literature study and the empirical inquiry recommendations are made to improve practice, including a call for the professional development of principals in project management and fundraising. / Educational Leadership and Management / D. Ed. (Education Management)

The Extended Public Works Programme (EPWP) is a government programme targeted at unemployed individuals. Public entities at the national, provincial and municipal level implement the EPWP. The City of Tshwane Metropolitan Municipality (CTMM) is one of the entities implementing the EPWP at the local level. This study investigated the implementation of the EPWP within the CTMM with a view to understand the current implementation approach. The CTMM has been unable to achieve their EPWP annual targets since 2009. The CTMM experienced the lack of attaining targets mainly in relation to persons with disabilities (2%), and indigents (50%). Other challenges include the lack of training EPWP participants in specialized skills; the unsustainable nature of the EPWP projects; and un-approval of the draft EPWP policy. This study proposes interventions with regard to the coordination of the EPWP, improved monitoring of projects, training, indigent criteria, and approval of the EPWP policy within the CTMM. / Development Studies / M. A. (Development Studies)

Educational challenges of immigrant children in South African schools include among others, poor English proficiency. This challenge poses a challenge of negative self-efficacy to teachers. I became aware of the immigrants’ challenges from the teachers’ complaints. The teachers complained about the immigrant learners’ poor English proficiency and behaviour. I also became aware that the immigrant learners isolated themselves from the local learners. They also did not participate actively during oral classroom activities. I sought to investigate the immigrant learners’ language challenges and how these challenges influence their behaviour in the learning environment. The question that arose is: How does the language challenge of immigrant children in the Foundation Phase classes of South African schools influence their behaviour in the learning environment? The study consists of six chapters. The literature reviewed provided psychological and sociological theories that explain the relationship between language and behaviour. Programmes that were designed by various education systems were looked at in order to ascertain how the language challenges and behaviour of immigrant school children have unfolded and dealt with in different countries. The qualitative research method was used. This was a case study of three schools situated in Tshwane North district. Sampling was purposive and data was collected by means of observations, focus group interviews, individual interviews and artefacts. Ethical considerations were also presented. The findings from the data indicate that immigrant learners experience a great deal of frustration, sadness, anxiety and stress relating to coping with prejudice and discrimination because of their poor English. Teachers were also distressed by their inability to assist these learners. A programme that integrates language teaching with social skills is suggested. The aim is to foster a positive learning environment by incorporating psychosocial content in language teaching. A positive learning environment promotes positive behaviour. / Psychology of Education / D. Ed. (Psychology of Education)

The Choice on Termination of Pregnancy Act (Act 92 of 1996) states that “reproductive rights must be guaranteed and reproductive health services must promote people’s rights to privacy and dignity”, but most communities seem to lack proper information about this legislative aspect. The purpose of the study was to explore the community’s perceptions regarding legal choice of termination of pregnancy in order to have a broader understanding how the community views termination of pregnancy, and whether they are able to access legal termination of pregnancy. An exploratory qualitative study was conducted. The exploratory and descriptive research assisted the researcher to have adequate time to explore and describe the community’s perceptions about termination of pregnancy. The researcher purposely selected participants who consult at a particular Tshwane hospital as most of this particular community members presents with complications of illegal abortions. Both men and women above 18 years had an opportunity to participate. Data was collected until saturation is reached. Thematic analysis was conducted. The findings reveal that the community still needs to be given more information about rights and laws surrounding termination of pregnancy. Recommendations were made to create more awareness and improve access. / Health Studies / M.A. (Health Studies)

The purpose of this study was to examine the level of adoption, usage and factors that influence the adoption of electronic banking (e-banking) by small, micro and medium enterprises (SMMEs) listed in the City of Tshwane Metropolitan Municipality (CTMM). Despite efforts by commercial banks to promote e-banking (internet and cell phone banking) to its customers, the adoption rate for internet and cell phone banking appears to be low. Based on the literature reviewed, the SMME sector has been widely excluded from the formal banking services. It is also observed that e-banking can enable SMMEs to grow and enter international markets. Technology acceptance model (TAM) integrated with perceived risk theory (PRT) was used to investigate factors that influence adoption and usage of e-banking. The study followed a quantitative research approach. Respondents were selected using simple random sampling technique. A structured survey questionnaire was used to collect the data. The survey was conducted on 160 SMMEs in the CTMM with the assistance of fieldworkers. Data were analysed using descriptive statistics, exploratory factor analysis (EFA), Pearson’s bivariate correlation, and multiple regression. The results revealed that perceived ease of use had a significant positive influence on the attitude towards e-banking. Perceived usefulness had a positive but insignificant influence on the attitude towards e-banking. Security risk was the only perceived risk dimension that had a significant negative influence on attitude towards e-banking. However, financial risk, privacy risk, performance risk and social risk had a positive and insignificant influence on attitude towards e-banking. It was envisaged that this study will enable banks to develop strategies that are aimed at increasing their SMME market share. / Finance, Risk management and Banking / M. Com. (Finance)

The role played by the principal as instructional leader worldwide is critical due to its direct and indirect impact on learner achievement.In South African primary schools the role of the principal as instructional leader in improving learning achievement is a pressing issue since most South African primary school learners perform far below par as determined by benchmarking carried out by local and international education assessment agencies with reference to curriculum goals and literacy and numeracy milestones.This descriptive exploratory study examined the role of the principal as instructional leader in primary schools in South Africa with special reference to the Tshwane South District, Gauteng Province. The study was informed by a literature review of local and international sources related to theoretical perspectives on instructional leadership, the features of instructional leadership that impact on learner achievement and selected models of instructional leadership. An overview of contextual and school factors which shape primary school learner achievement in South Africa with reference to the rural and township communities also framed the empirical inquiry. A mixed method study was conducted according to two phases: Phase 1 comprised the quantitative component (questionnaires); Phase 2 comprised the qualitative component (interviews). Both phases were conducted in the Tshwane South District, Gauteng Province. In both phases data were gathered from primary school principals and Institute Development Support Officials (IDSOs) selected by random and purposeful sampling respectively. The questionnaire findings indicated that the principals and IDSOs had adequate qualifications and experience, and that key school policies are in place. However, the principals are less confident about policy implementation, particularly with regard to educator and learner discipline. They face many systemic problems, such as inadequate school resources and additional funds in no fee-paying schools to improve the infrastructure and reduce the learner-teacher ratios. The findings from the interviews indicated that the principals struggle to maintain participative management with the school governing bodies; are hampered by contextual factors, especially poor school infrastructure; and are challenged to meet the requirements of annual benchmarking assessments. Based on the findings of the literature study and the empirical inquiry recommendations are made to improve practice, including a call for the professional development of principals in project management and fundraising. / Educational Leadership and Management / D. Ed. (Education Management)

The quality of matric results for Physical Sciences in South Africa is very poor and as a result few learners are able to meet the admission requirements to study careers related to Physical Science at tertiary institutions. The study investigated barriers to high performance of Physical Science learners at the township secondary schools in the Tshwane West District, in the Gauteng Province. Using a qualitative approach and a case study design, samples were chosen purposefully involving three secondary schools in the Tshwane West District. The schools that obtained a high pass rate in the Physical Science Grade 12 in the year 2017 were identified. Grade 11 and 12 Physical Science teachers and learners participated in this study. The data were collected by means of semi-structured interviews, and Physical Science lesson observation. The semi-structured interviews were conducted with four Physical Science teachers including Heads of Department (HODs) from the three selected secondary schools and 15 Physical Science learners in Grade 11 and 12. The data were analysed manually. The data were categorised according to themes, and then coded by hand and supported by the literature review. The anonymity of all participants was protected. Upon analysis of the results, some contributory barriers of high performance in Physical Science were identified from the three township schools, and these include inability to finish Grade 12 curriculum in time, parents forcing learners to do Physical Science in the senior grades (particularly in Grades 11 and 12), lack of motivation, learners with a negative attitude towards the subject, poverty, crime and dysfunctional Physical Science laboratories. Recommendations for improvement in the areas identified were provided. The Curriculum Developers of the Department of Education must review the Physical Science curriculum, particularly with the view of reducing the number of topics covered in Grades 11 and 12. Poverty and crime must be attended to as learners cannot learn when they are hungry and in an unsafe environment. It was also recommended that the Department of Education must assist in provision of resources necessary to teach Physical Science efficiently. / Science and Technology Education / M. Ed. (Science and Technology Education)