Abstracts in English, Afrikaans and Zulu / This study attempts to analyse the key FDI determinants in African countries using annual data for the period from 2003 to 2015. It firstly, gives the introduction and the background of FDI. Secondly, it provides both theoretical and empirical literature review on the key FDI determinants. Based on the literature review, the pre-estimation diagnostics (correlation analysis, descriptive statistics and mean and overall mean analysis), panel root tests, panel co-integration tests, main data analysis (fixed effects, random effects, pooled OLS, fully modified OLS and dynamic GMM) and robustness tests using the lagged variable approach were conducted to analyse the key FDI variables. Main data analysis indicated that the lag of FDI had a significant positive impact on FDI. The empirical results revealed that human capital development, infrastructure, growth rate, trade openness, natural resources, financial development, unemployment, exchange rate, government final consumption expenditure and population are the key FDI determinants in African countries. The robustness tests using the lagged variable approach were estimated to analyse if there is a causal relationship FDI and other variables such GDP, random effects revealed that there is uni-directional causality from GDP growth to FDI. Additionally, FDI was found to have been negatively but non-significantly affected by economic growth under the pooled OLS. / Hierdie studie poog om die sleuteleterminante van buitelandse direkte investering (BDI) in Afrikalande te ontleed deur gebruikmaking van jaarlikse data vir die tydperk 2003 tot 2015. Eerstens stel dit BDI bekend en verskaf ’n agtergrond daarvoor. Tweedens bied dit sowel ’n teoretiese as empiriese literatuuroorsig van die belangrikste BDI-determinante. Op grond van die literatuuroorsig is die volgende uitgevoer om die belangrikste BDI-veranderlikes te ontleed: voorskattingsdiagnostiek (korrelasieontleding, beskrywende statistiek en ontleding van gemiddelde en algehele gemiddelde), paneelworteltoetse, paneelkoïntegrasietoetse, hoofdataontleding (vaste effekte, ewekansige effekte, saamgevoegde gewone kleinste kwadrate [GKK], volledig gewysigde GKK en dinamiese veralgemeende momentemetode [VMM]) en robuustheidstoetse deur gebruikmaking van die gesloerdeveranderlike-benadering. Hoofdataontleding het aangedui dat die naloop van BDI ’n beduidende positiewe uitwerking op BDI het. Die empiriese resultate het aan die lig gebring dat mensekapitaalontwikkeling, infrastruktuur, groeikoers, handelstoegang, natuurlike hulpbronne, finansiële ontwikkeling, werkloosheid, wisselkoers, die staat se finale verbruiksbesteding en bevolking die belangrikste BDI-determinante in Afrikalande is. Die robuustheidstoetse deur gebruikmaking van die gesloerdeveranderlike-benadering het ten doel gehad om te ontleed of ’n kousale verband tussen BDI en ander veranderlikes soos BBP bestaan. Ewekansige effekte het getoon dat daar eenrigtingkousaliteit van BBP-groei na BDI is. Daarbenewens is bevind dat BDI negatief maar niebeduidend geraak is deur ekonomiese groei ingevolge die saamgevoegde GKK. / Lolu cwaningo luzama ukuhlaziya izinto ezinquma ngotshalo-mali lwamanye amazwe oluqonde ngqo olwaziwa ngokuthi yi-foreign direct investment (FDI) emazweni ase-Afrika ngokusebenzisa idata yonyaka yesikhathi sokusukela ngo 2003 ukuya ku 2015. Okokuqala, lwethula nokuhllinzeka ngesendlalelo nge-FDI. Okwesibili, luhlinzeka ngokubuyekeza imibhalo yethiyori kanye nobufakazi ngezinto ezibalulekile ezinquma nge-FDI. Ngokulandela imibhalo ebuyekeziwe, isilinganiso sokubonwa kwezimbangela okwaziwa nge-pre-estimation diagnostics (correlation analysis, descriptive statistics kanye ne-mean ne-overall mean analysis), uhlolo lwe-panel root tests, uhlolo lwe-panel cointegration tests, kanye nohlaziyo lwe-main data analysis (fixed effects, random effects, i-pooled ordinary least squares [OLS], i-fully modified OLS kanye ne-dynamic generalised method of moments [GMM]. kanye nohlolo olujulile ngokusebenzisa inqubo ye-lagged variable approach kwaqhutshwa ukuhlaziya izinto ezibalulekile ezinquma ngama-FDI variables. Uhlaziyo lwe-data enkulu lukhombise ukusalela emuva kwe-FDI kube nomphumela omuhle kwi-FDI. Imiphumela yobufakazi bocwaningo ikhombise ukuthi ukuthuthuka kwabantu, ingqalasizinda, izinga lokukhula komnotho, ukuvuleka kwezokuhwebelana, imithombo yemvelo, intuthuko yezezimali, ukusweleka kwemisebenzi, izinga lokushintshiselana ngezimali, izindleko zokusebenzisa izinto kukahulumeni, kanye nesizwe sonkana, yizinto ezinkulu ezinquma nge-FDK kumazwe ase-Afrika. Uhlolo olujulile olusebenzisa inqubo ye-lagged variable approach lwalinganiselwa ukuhlaziya ukuthi ngabe bukhona ubuhlobo bembangela yobuhlobo obukhona phakathi kwe-FDI kanye namanye ama-variable afana nawe-GDP. Imiphumela engahlelekile ye-random effects ikhombise ukuthi kukhona uhidehide lwembangela phakathi kokukhula kwe-GDP kanye ne-FDI. Nangaphezu kwalokho, i-FDI itholakale ichaphazeleka kabi kodwa ngokungabalulekile kakhulu ngokukhula komnotho ngaphansi kwe-pooled OLS. / Business Management / M. Com. (Financial Management)

Abstracts in English, Ndebele, Zulu and Venda / The study aimed to explore teachers’ experiences and to discover challenges encountered by mainstream teachers in the inclusion of learners with diverse barriers to learning in the Foundation Phase mainstream classrooms in the Vaal, Gauteng region. The study provides strategies that can be utilised by the teachers to enhance inclusive education practice in mainstream classrooms. Ten teachers were purposively selected from five mainstream primary schools with two participants from each school. All participants were grade three Foundation Phase teachers. Data were collected through in-depth interviews that enabled the researcher to delve deeply and find rich and relevant information for the study. For triangulation purposes, the researcher made use of document analysis as a second method of collecting data for this study. The study followed a qualitative data analysis method which derived the information from the perceptions of the informants and formed significant themes. The study revealed that teachers are challenged greatly by a lack of knowledge and skills to address diverse learning disabilities adequately; initial training that is ineffective in dealing with learners with diverse barriers to learning; a gap of knowledge that exists between theory and practice; a lack of adequate resources; poor infrastructure; large numbers of learners in a class; a lack of support from District Based Support Teams; and an inflexible curriculum. The study recommends collaborated teaching where teachers learn from each other; peer teaching; teacher exchange programmes; curriculum modification that caters for learners with barriers to learning; and workshop training that focuses on practical skills that will enhance inclusive education in mainstream schools. / Irhubhululo belinqophe ukuphenya ilwazi elihlangabezana nabotitjhere kanye nokuveza iintjhijilo ezihlangabezana nabotitjhere bomkhakha wefundo omkhulu lokha nakufakwa abafundi abaneenqabo ezahlukahlukeneko eziphazamisa ukufunda ematlasini weSigaba esisiSekelo (Foundation Phase) eLigwa (Vaal), esiyingini esise-Gauteng. Irhubhululo linikela amano lawo angasetjenziswa botitjhere ukuqinisa ihlelo lefundo efaka woke umfundi ematlasini womkhakha wefundo omkhulu. Abotitjhere abalisumi bakhethwe ngehloso eenkolweni zomkhakha omkhulu, eenkolweni ezihlanu zamabanga aphasi, kanti zinabadlalindima ababili abavela kuzo zohlanu iinkolo. Boke abadlalindima bekubotitjhere abaphuma kuGreyidi 3 wesikolo esisesiGabeni esisiSekelo. Idatha ibuthelelwe ngokusebenzisa iinhlolombono ezidephileko ezisize umrhubhululi bona angene atjhinge bese athole ilwazi lesifundo elinothileko nelifaneleko. Ngokulandela iinzathu zokusebenzisa iindlela ezinengi zokubuthelela idatha, umrhubhululi usebenzise ihlelo lokutsenga umtlolo (document analysis) njengendlela yesibili yokubuthelela idatha yaleli rhubhululo. Irhubhululo lilandele indlela yokutsenga enamathele kwingcoco, mayelana nokuhlukanisa ngeengaba kwedatha etloliweko, okuyidatha leyo umcwaningi ayisusele emiqondweni yabadlalindima begodu yakha iindikimba eziqakathekileko. Irhubhululo liveze ukuthi abotitjhere bahlangabezene neentjhijilo eziqakathekileko ezimalungana nokulandelako: Ukutlhayela kwelwazi namakghono ukulungisa ngokwaneleko iinkhinyabezo zokukhubazeka ezihlukahlukeneko; ibandulo lokuthoma elingasebenzi kuhle malungana nokuqalana nabafundi abanokukhubazeka okusiqabo eziphazamisa ukufunda; isikhala selwazi esikhona phakathi kwethiyori kanye nokwenza; ukutlhayela kwemithombo eyaneleko; umthangalasisekelo omumbi; imbalo ephezulu yabafundi abagcwele ngetlasini; ukutlhayela kwesekelo elivela eenqhemeni ezidzimelele kudistriki; kanye nekharikhyulamu e ngatjhugutjhugulukiko. Irubhululo lincoma ihlelo lokufundisa elitjhebisanako, lapho abotitjhere bafunda komunye; ukufundisana kwabafundi; amaphrogremu wokutjhentjhisana ngabotitjhere; ukutjhugululwa kwekarikhyulamu efaka abafundi abaneenqabo ezibavimbela ukufunda; kanye nesifundobandulo esiqale ekufundiseni amakghonofundwa wokusebenza azokusiza ukuqinisa ihlelo lefundo efaka woke umfundi eenkolweni zomkhakha wefundo omkhulu. / Ucwaningo beluhlose ukuphenya izinto ezihlangabezana nothisha kanye nokuveza izinselele ezihlangabezana nothisha abakwingxenye enkulu yemfundo kanti kuxutshwa phakathi abafundi abanezihibhe ezahlukahlukene eziphazamisa ukufunda emagunjini okufunda aseSigabeni esiyisiSekelo (Foundation Phase) ngase-Vaal, esifundeni sase-Gauteng. Ucwaningo lunikeza amasu angasetshenziswa wothisha ukuqinisa uhlelo lwemfundo oluxuba wonke umfundi emagunjini okufunda. Othisha abayishumi bakhethwe ngenhloso kwizikole zemfundo esebangeni eliphansi, kanti abadlalindima ababili bavela kuzo zonke lezo zikole. Bonke abadlalindima abangothisha ababekwiGreyidi 3 ye-Foundation Phase. Idatha yaqoqwa ngokusebenzisa izinhlolovo ezijulile ezasiza umcwaningi ukuba agxile ngokujulile futhi athole ulwazi olunothile nolufanele lwalesi sifundo socwaningo. Ngenhloso yokusebenzisa izindlela eziningi zokuqoqwa kwedatha, umcwaningi wasebenzisa uhlelo lokuhlaziya umbhalo njengendlela yesibili yokuqoqa idatha yalolu cwaningo. Ucwaningo luye lwalandela uhlelo lokuhlaziya idatha olugxile kwingxoxo (qualitative data analysis method), mayelana nokwehlukanisa ngezigaba kwedatha ebhalwe phansi, okuyidatha umcwaningi ayisusele kwimiqondo yabadlalindima kanti futhi iye yakha izindikimba ezisemqoka. Ucwaningo luveze ukuthi othisha bahlangabezene nezinselelo ezisemqoka mayelana nalokhu okulandelayo: ukusweleka kolwazi kanye namakhono okulungisa ngokwanele izihibhe eziphazamisa ukufunda; ukuqeqeshwa kokuqala okungenamthelela omuhle ekubhekaneni nabafundi abanezihibhe ezahlukahlukene zokufunda; isikhala solwazi esikhona phakathi kwethiyori kanye nalokho okuyizenzo eziphathekayo; ukusweleka kwemithombo yolwazi eyanele; ukwentuleka kwemithombo eyanele; ingqalasizinda engathokozisi; inani eliphezulu labafundi emagumbini okufunda; ukusweleka koxhaso oluvela kumaqembu axhasayo esifundazwe; kanye nohlelo lwemfundo oluqinile. Ucwaningo luncoma uhlelo lokufundisa olusebenzisanayo, lapho othisha bafunda komunye; ukufundisana kwabafundi; izinhlelo zothisha zokuphakelana ngolwazi; ukuguqulwa kwekharikhyulamu efaka abafundi abanezihibhe ezibaphazamisa ukuthi bafunde; kanye nezinhlelo zokuqeqeshwa eziphokophele kuqeqesho lwamakhono okukhombisa ngezenzo, okungamakhono azoqinisa uhlelo lwemfundo oluxuba wonke umfundi kwizikole zengxenye yomkhakha wemfundo omkhulu. / Ṱhoḓisiso yo livhiswa kha u wanulusa tshenzhelo dza vhadededzi na u wanulusa khaedu dzine dza ṱangana na vhadededzi vhane vha funza kha zwikolo zwa vhagudiswa vha re na tshumelo dzo khetheaho musi vha tshi katela vhagudiswa vha re na zwithivheli zwa u guda zwo fhambanaho kha u guda kha Vhuimo ha Fhasi kiḽasini dza vhagudiswa vha si na tshumelo dzo khethea ngei Vaal, kha dzingu ḽa Gauteng. Ṱhoḓisiso yo ṋetshedza zwiṱirathedzhi zwine zwa nga shumiswa nga vhadededzi u khwinisa maitele a pfunzo nyangaredzi kiḽasini dza vhagudiswa vha si na tshumelo dzo khetheaho. Vhadededzi vha 10 vho nangwa ho sedzwa vhukoni u bva kha zwikolo zwa phuraimari zwiṱanu zwa vhagudiswa vha si na tshumelo dzo khetheaho. Vhadzheneleli vhoṱhe vho vha vhadededzi vha Gireidi ya 3 ya Vhuimo ha Fhasi. Data yo kuvhanganyiwa nga kha inthaviwu dzo ṱanḓavhuwaho ine ya konisa muṱoḓisisi u ṱoḓisisa nga vhudzivha na u wana mafhungo o pfumaho o teaho kha ngudo. Kha ndivho tharu, muṱoḓisisi o shumisa u saukanya ḽiṅwalwa sa ngona ya vhuvhili ya u kuvhanganya data ya ṱhoḓisiso iyi. Ngudo yo tevhedza ngona ya u saukanya ya khwanthithathivi data, u ya nga khethekanyo ya data yo ṅwalululwaho ye muṱoḓisisi a i bvisa kha kuvhonele kwa vhadzheneleli na u vhumba thero dza ndeme. Ṱhoḓisiso yo wanulusa uri vhadededzi vha tshenzhela khaedu dza ndeme musi zwi tshi ḓa kha zwi tevhelaho: u sa vha na nḓivho na zwikili u amba nga ha zwithivheli zwa u guda zwo fhambanaho nga nḓila yo teaho, vhugudeli thangeli vhu songo teaho kha u shumana na vhagudiswa vha re na zwithivheli zwa u guda zwo fhambanaho; phambano ya nḓivho ine ya vha hone vhukati ha thiori na nyito; ṱhahelelo ya zwishumiswa zwo teaho; ṱhahelelo ya themamveledziso; tshivhalo tshinzhi tsha vhagudiswa kiḽasini; u sa wana thikhedzo u bva kha thimu dza thikhedzo dza tshiṱiriki; na kharikhuḽamu ine ya thivhela u swikelela ṱhoḓea dzo fhambanaho dza vhagudiswa. Ngudo yo themendela tshumisano kha u funza, hune vhadededzi vha guda u bva kha muṅwe, pfunzo ya thangana ya murole, mbekanyamushumo dza u tshintshisana ha vhadededzi; u khwinisa kharikhuḽamu dzine dza katela vhagudiswa vha re na zwithivheli zwa u guda; na vhugudisi ha u pfumbudzwa ho sedzaho kha zwikili zwine zwa ḓo khwinisa pfunzonyangaredzi kha zwikolo zwa vhagudiswa vha si na tshumelo dzo khetheaho. / Inclusive Education / M. Ed. (Inclusive Education)

The existence of security breaches in most spheres of modern society has caused loss of property and life. Some of these losses are so big that they eventually cripple organisations they affect. There is a need for private security within the South African context. Private security is executed through various security strategies. In most cases, companies operate with both contract and in-house security personnel on site. Regardless of the strategy adopted, companies continue to experience a variety of security risks. Therefore, swift transformation is needed in the security industry. To achieve this, appropriate security strategies will be necessary to overcome security risks. This study was directed by its aim and objectives. The aim was to evaluate contract and in-house security strategies in order to recommend the appropriate strategy to be used in security programmes. This aim was achieved through the sum of its outlined objectives. The first research objective was to establish the advantages and disadvantages of contract and in-house security. The second objective was to examine the effectiveness of contract and in-house security strategies, and the third to recommend appropriate security strategies to be used in security programmes. This study evaluated contract and in-house security in a registered security company located in Johannesburg, South Africa. A qualitative inquiry was implemented, and a case study approach was used to conduct the research study. The research study combines both literature and empirical research to reach its findings and make its recommendations. While there are 500 employees in the company, the sample was made up of 38 participants. A non-probability sampling method was adopted, and a purposive sampling method was used to select the participants. Furthermore, a face-to-face semi-structured interview schedule that included probing questions was used to collect data. The participants were targeted based on their knowledge and experience in issues surrounding management, policy, and security strategies. The sample consisted of 10 employees in the management category, 13 human resources employees and 15 security employees. The findings of this study were wide, but specific to the context in which it was researched. The advantages and disadvantages of contract and in-house security were comprehensively explored and narrated. This was done through a review of the literature and the raw data obtained from the research participants. The study determined the effectiveness of the two security strategies within the milieu of the case study under study. Furthermore, the study determined that there is no conclusive answer with regards to the most appropriate security strategy to be used. This chosen strategy is dependent on the specific security requirements. Once these requirements have been outlined, the specific strategy can be chosen, namely: contract security, in-house security or a hybrid approach. Recommendations are surplus to the findings of the study. The findings of a research study often go beyond the aim and objectives it set out to achieve. This study produced findings wider than the context of its predetermined aim and objectives and that are relevant to role players within the security industry. / Ukuba khona kwezenzo zokuphula amahlelo wezokuphepha emikhakheni eminengi yomphakathi wesimodeni sekubangele ukulahleka kwepahla nepilo. Ezinye zezehlakalo zalokhu kulahleka kwepahla ngendlela kukukhulu ngakho kuze kubulala neenhlangano ezithintekako. Kunesidingo sehlelo lezokuphepha langasese ngaphakathi kobujamo beSewula Afrika. Ihlelo lezokuphepha langasese/langeqadi Ihlelo lezokuphepha langeqadi lisetjenziswa ngamano ahlukeneko. Esikhathini esinengi, iinkampani zisebenza ngabasebenzi besivumelwano sesikhatjhana (contract) nabasebenzi bezokuphepha abahlaliswe esikhungweni esisodwa. Ngaphandle kokuqala amano amukelweko, iinkampani ziragela phambili nokuhlangabezana neengozi zokuphepha ezahlukahlukeneko. Yeke-ke, ihlelo elirhabileko lamatjhuguluko liyadingeka ebubulweni lezokuphepha. Ukuphumelela kilokhu, kuzokufuneka amano wezokuphepha afaneleko ukuze kuqedwe iingozi kezokuphepha. Leli rhubhululo belirholwa phambili mnqopho neenhloso zalo. Umnqopho kwakukuhlola ikontraga kanye namano wezokuphepha okwenziwa esikhungwini esisodwa ukuze kunconywe amano afaneleko okufanele asetjenziswemkumaphrogremu wezokuphepha. Lo mnqopho wafikelelwa ngeenhloso zoke zeminqopho zawo eyendlaliweko. Irhubhululo lokuthoma kwakukuhloma amathuba amahle kanye namathuba amambi wehlelo lezokuphepha eliyikontraga nelingaphakathi kwesikhungo. Umnqopho wesibili kwakukuhlolisisa ukusebenza kuhle kwamano wekontraga namano wezokuphepha ezisesikhungwini, kanti umnqopho wesithathu kuncoma amano afaneleko wezokuphepha ukobana asetjenziswe kumaphrogremu wezokuphepha. Leli rhubhululo lihlole ihlelo lezokuphepha lesivumelwano/sekontraga nelesikhungo kukhamphani yezokuphepha etlolisiweko enzinze eJohannesburg, eSewula Afrika. Iphenyisiso elidzimelele kukhwalithi lisetjenzisiwe ukwenza isifundo serhubhululo. Isifundo serhubhululo sihlanganisa yomibili imitlolo yobukghwari kanye nerhubhululo eliphathekako ukufikelela kulwazi belenze iincomo zalo. Njengombana kunabasebenzi abama-500 kukhamphani, isampuli yenziwa ngabadlalindima abama-38. Indlela yezampula i-non-probability sampling yalandelwa, kanti kusetjenziswe indlela yesampuli enehloso i-purposive sampling isetjenziselwe ukukhetha abadlalindima. Ngaphezu kwalokho, itjhejuli yehlolombono equntwe phakathi yokuqalana ubuso nobuso efaka imibuzo ephenyako isetjenziswe ukubuthelela idatha. Abadlalindima bebakhethwa ngokuqala ilwazi labo kanye nelwazi elimalungana neendaba zokuphatha, umthethomgomo kanye namano wezokuphepha. Isampuli beyinabasebenzi abali-10 esigabeni sezokuphatha, 13 yabasebenzi bomnyango wezokuqatjhwa kwabasebenzi kanye nabasebenzi abali-15 bezokuphepha. Ilwazi elitholakeleko laleli rhubhululo belinabile, kodwana linqophe ikakhulukazi ebujameni lapho irhubhululo lenziwa khona. Ubuhle nobumbi bamahlelo wezokuphepha wekontraga newesikhungwini ahlolisiswe begodu acocwa ngendlela enabileko. Lokhu kwenziwe ngokubuyekezwa komtlolo wobukghwari kanye nedatha ehlaza etholakele kubadlalindima berhubhululo. Irhubhululo liveze ukusebenza kuhle kwamano amabili wezokuphepha ngaphakathi kobujamo (milieu) besibonelorhubhululo (case study) ngaphasi kwesifundo serhubhululo. Ngaphezu kwalokho, irhubhululo liveze ukuthi akunapendulo yinye esiphetho malungana namano afaneleko wezokuphepha okufanele asetjenziswe. La mano akhethiweko adzimelele phezu kweemfuneko ezithileko zokuphepha. Ngemva kobana iimfuneko lezi sezendlaliwe, amano athileko angakhethwa, wona ngilawa: ihlelo lezokuphepha lekontraga, ihlelo lezokuphepha langendleni nanyana indlela ehlanganisiweko. / U vha hone ha matavhi a tsireledzo kha masia manzhi a tshitshavha tsha zwino ho vhanga ndozwo kha ndaka na matshilo. Dzinwe dza ndozwo idzi ndi khulwanesa dzine dza fhedzisela dzi tshi khou hotefhadza zwiimiswa zwine zwa khou zwi thithisa. Hu na thodea ya tsireledzo ya phuraivethe kha nyimele ya Afrika Tshipembe. Tsireledzo ya phuraivethe dzi shumiswa kha zwitirathedzhi zwa tsireledzo zwo fhambanaho. Kha nyimele nnzhi, khamphani dzi shuma na vhuvhili ha vhashumi vha khonthiraka na vha tshiimiswa kha vhupo. Zwi si na ndavha na tshitirathedzhi tshine tsha khou shumiswa, khamphani dzi bvela phanda na u tshenzhela khohakhombo dza tsireledzo dzo fhambanaho. Nga zwenezwo, hu khou todea tshanduko nga u tavhanya kha ndowetshumo ya tsireledzo. U swikelela izwi, zwitirathedzhi zwo teaho zwa tsireledzo zwi do vha zwa ndeme u kunda khohakhombo dza tsireledzo. Tsedzuluso iyi i do sedza kha ndivho na zwipikwa zwayo. Ndivho ho vha u ela zwitirathedzhi zwa tsireledzo ya khonthiraka na ya tshiimiswa u itela u themendela zwitirathedzhi zwo teaho u shumiswa kha mbekanyamushumo dza tsireledzo. Ndivho yo swikelelwa nga kha tshivhalo tsha zwipikwa zwo bviselwaho khagala. Tshipikwa tsha u thoma tsha thodisiso ho vha u bveledza vhudi na vhuvhi ha tsireledzo ya khonthiraka na ya tshiimiswa. Tshipikwa tsha vhuvhili ho vha u tola u shuma ha zwitirathedzhi zwa tsireledzo ya khontiraka na ya tshiimiswa, na tsha vhuraru u themendela zwitirathedzhi zwo teaho zwa tsireledzo zwine zwa do shumiswa kha mbekanyamushumo dza tsireledzo. Tsedzuluso yo tola tsireledzo ya khontiraka na ya tshiimiswa kha khamphani ya tsireledzo yo nwaliswaho ine ya wanala Johannesburg, Afrika Tshipembe. Ho shumiswa maitele a khwaḽithathivi, na maitele a thodisiso o shumiswa u ita ngudo dza thodisiso. Ngudo ya thodisiso yo tanganyisa manwalwa na zwithu zwi re khagala u swikelela mawanwa ayo na u ita themendelo dzayo. Musi hu na vhashumi vha 500 kha khamphani, tsumbonanguludzwa dzo bveledzwa nga vhadzheneleli vha 38. Ho shumiswa kuitele kwa tsumbonanguludzwa dza vhadzheneleli vhane vha si fhiwe zwikhala zwine zwa edana, na u shumisa kuitele kwa tsumbonanguludzwa ho sedzwa vhukoni kha vhadzheneleli. U isa phanda, kha u kuvhanganya data ho shumiswa inthaviwu ya u tou livhana zwifhatuwo ya mbudziso dzo tou u dzudzanywaho ine ya katela na u vhudzisa mbudziso. Vhadzheneleli vho tiwa ho sedzwa ndivho na tshenzhemo zwavho, kha mafhungo ane a kwama ndangulo, mbekanyamaitele, na zwitirathedzhi zwa tsireledzo. Tsumbonanguludzwa dzo vhumbwa nga vhashumi vha 10 kha khethekanyo ya ndangulo, 13 u bva kha vhashumi vha zwiko zwa vhashumi na vhashumi vha tsireledzo vha 15. Mawanwa a ngudo heyi o tandavhuwa, fhedzi o dodombedza nyimele ye ha itwa thodisiso khayo. Vhudi na vhuvhi ha tsireledzo ya khonthiraka na ya tshiimiswa zwo wanulusa na u talutshedzwa nga vhudalo. Hezwi zwo itwa nga kha u sedzwa hafhu ha manwalwa na data i songo vanganyiwaho ye ya waniwa u bva kha vhadzheneleli vha vhatodisisi. Thodisiso yo ta u shuma ha zwitirathedzhi zwa tsireledzo zwivhili fhethu ha ngudo nga fhasi ha ngudo. U ya phanda, ngudo yo ta uri a hu na phindulo yo khwathisedzwaho zwi tshi da kha tsireledzo yo teaho nga maanda ine ya fanela u shumiswa. Tshitirathedzhi tsho nangiwaho tsho ditika nga thodea dza tsireledzo dzo tiwaho. Musi thodea idzi dzo no bviselwa khagala, tshitirathedzhi tsho tiwaho tshi nga nangiwa, tshine tsha vha: tsireledzo ya khonthiraka, tsireledzo ya tshiimiswa, kana maitele o tanganelaho. Themendelo ndi zwo salaho kha mawanwa a ngudo. Mawanwa a thodisiso dza ngudo tshifhinga tshothe a fhira ndivho na zwipikwa zwo vhewaho u zwi swikelelwa. Ngudo heyi yo bveledza mawanwa o tandavhuwaho u fhira nyimele ya ndivho na zwipikwa zwo tiwaho u thoma o teaho kha vhashelamulenzhe kha ndowetshumo ya tsireledzo. / Security Risk Management / M. Tech. (Security Management)