National Department of Sport and Recreation South Africa (SRSA), as outlined in their National Sport and Recreation Plan (NSRP) and the South African White Paper on Sport and Recreation focuses on three pillars namely, 1) an active nation; 2) a winning nation and 3) an enabling environment. The need for sport and recreation facilities is further emphasised in Priority Two of the South African White Paper on Sport and Recreation. This priority focuses specifically on the provision of sport and recreation facilities and states that the challenge in the provision of facilities is not simply about a shortage, but also the location of the facilities as well as the effective management thereof. Local government has the responsibility of providing an enabling environment through the provision of existing sports and recreation facilities and building of new facilities. Effective sport and recreation provision relies on the effective management of these facilities (SRSA, 2012). Facility Managers need various administrative skills in order to operate facilities efficiently and effectively. The coordination of these management principles and standard operating procedures is critical in the effective and efficient management of sport and recreation facilities today. This study presents a first attempt to determine the level of management capacity of sport and recreation facilities by local government in the City of Tshwane Metropolitan Municipality in the Department of Sport, Recreation, Arts and Culture. The research question for this study was therefore formulated as: “What is the management capacity of Sport and Recreation Facility Managers in the City of Tshwane Metropolitan Municipality?” Based on this particular research question, it was hypothesised that: H0: The management capacity of Sport and Recreation Facility Managers employed in the City of Tshwane is satisfactory/ high. H1: The management capacity of Sport and Recreation Facility Managers employed in the City of Tshwane is unsatisfactory/ low. The aim of the study was to determine a management capacity profile of sport and recreation facilities in the City of Tshwane Metropolitan Municipality. Specific objectives of the study were to: - Explore and analyse the existing management capacity of Sport and Recreation Facility Managers according to the dimensions of the Capacity Analysis Tool; - Identify potential problem areas in the operations of sport and recreation facilities related to management capacity; and - Formulate recommendations to the appropriate decision makers in the City of Tshwane Metropolitan Municipality to create enabling environments for sport and recreation facilities of the local authority under study. Data were gathered by means of a self-administered Capacity Analysis Tool completed by full time Sport and Recreation Facility Managers of the City Tshwane Metropolitan Municipality’s Department of Sport, Recreation, Arts and Culture. A purposive research sample of eight (n=8) was used. The study critically analysed and evaluated the perceptions of the level of management of the City of Tshwane Metropolitan Municipality and its capacity to manage its sport and recreation facilities. The results are not generalised but specific to the research sample. Effective management and possible ineffectiveness were identified to formulate guidelines for increased management capacity. The research was quantitative in nature and data interpretation and analysis was therefore made by use of tables, graphs and statistics. Results for the study indicated that sport and recreation facilities are geographically decentralised over the five regions in the City of Tshwane Metropolitan Municipality, namely the South region, the North West region, the North East region, the Central West region and the East region. Part-time, full-time and voluntary staff work at these sport and recreation facilities, all of whom perform different roles and responsibilities and management tasks. An overall collective mean score of x =2.11 (SD=1.34) was recorded for all eight management dimensions of management capacity as evaluated by the Capacity Analysis Tool. These results, therefore, confirms the stated H1 for this study. It is, therefore, concluded that sport and recreation managers at the City of Tshwane Metropolitan Municipality perform below average in the majority of elements over the eight management dimensions of management capacity. This result suggests that sport and recreation facilities are most likely not managed optimally to the benefit of all stakeholders. Recommendations for this research centred around improving those dimensions of management capacity that needed to be improved as they performed below average, which included clearly defined duties and responsibilities of employees guided by policies and a departmental constitution that is agreed upon by all members of the department, hiring of adequate staff and personnel in the right positions, increasing networking and fundraising capacity, revisiting job descriptions, provision of adequate and continuous training, regular maintenance of sport and recreation facilities and hiring of skilled contractors, provision of adequate resources to staff members to perform duties effectively and advocacy of employees and community members. The effective and efficient management of sport and recreation facilities, including a high capacity to manage sport and recreation facilities is essential and therefore, the following aspects are suggested for the undertaking of further research: A three year review of the status of management of sport and recreation facilities in the City of Tshwane Metropolitan Municipality could be conducted to determine the management capacity of Sport and Recreation Facility Managers to manage sport and recreation facilities; Investigate the community’s perception of sport and recreation facilities with regard to service delivery and meeting the community’s overall needs for sport and recreation participation and quality of life enhancement; Investigate the management capacity of middle and higher management level employees with regard to sport and recreation facility management in the City of Tshwane Metropolitan Municipality; Conduct a comparative study of the management capacity of Sport and Recreation Facility Managers in different municipalities across Gauteng; and Conduct a needs analysis in communities in the City of Tshwane Metropolitan Municipality to gather information of what communities need with regard to development of new sport and recreation facilities. / Dissertation (MA)--University of Pretoria, 2014. / tm2015 / Biokinetics, Sport and Leisure Sciences / MA / Unrestricted

Britain's presence in Palestine coincided with a promise to Zionists to support the establishment of a Jewish national home. For two decades, Britain continued to support Zionist aims in Palestine including immigration and colonization, even in the aftermath of the first phase of an Arab Revolt in 1936 that shook the foundations of British colonial rule and could not be suppressed without intervention from neighboring Arab states. With the Arab Revolt in full force again from 1937 to 1939, in the midst of preparations for war in Europe, British statesmen questioned and reinterpreted promises the British government had made to Zionists two decades earlier. The resulting new policy was published in the White Paper of May 1939. By using the White Paper as a lens it is possible to widen the scope of investigation to examine the end of British rule in Palestine in a broader context than that provided by the years after World War II, 1945 to 1948. The White Paper of 1939 introduced three measures: immigration quotas for Jews arriving in Palestine, restrictions on settlement and land sales to Jews, and constitutional measures that would lead to a single state under Arab majority rule, with provisions to protect the rights of the Jewish minority. The White Paper’s single state was indeed a binational state, where it would be recognized by law that two peoples, two nations, inhabited Palestine. But the provisions of the White Paper were self-contradictory. Constitutional measures and immigration restrictions advanced the idea of a binational state with a permanent Jewish minority, while land restrictions aimed to keep Jews where they had already settled, legislation more in keeping with the idea of partition. The debate between partition and a binational state continued throughout these years. This work examines the motivations for the White Paper, foremost among them to keep the world Jewish problem separate from Britain's Palestine problem and to assure stability throughout the Middle East. An investigation based on the White Paper introduces a number of important debates that took place between 1936 and 1948 and echo into the present. / text

Magister Legum - LLM / This research acknowledges that although literature abounds on development assistance in general, not much has been published yet on Cameroon specifically. Therefore, this mini-thesis seeks to contribute to fill this gap. Moreover, it aims to examine both development assistance legislative frameworks in Cameroon and above all to compare them in order to find out which development assistance approach is the most aligned in terms of international obligations relative to human rights and economic development. The IMF-World Bank’s Comprehensive Approach to debt Reduction, (the HIPC Initiative), and China’s White Paper on Foreign Aid have been specifically chosen for this research for two main reasons: first, these two international instruments are significantly impacting upon and reshaping Cameroon’s political, social and economic development architecture since Cameroon economic crisis exists till today; and secondly, to enlighten the public, academicians, policy makers, on development assistance in Cameroon given that legal sources on the topic exist but mostly unpublished and inaccessible Therefore this research will be restricted to the period from Cameroon’s economic crisis in 1980 up to 2014. Given the limited availability of primary legal sources at both the international and domestic levels, this research will primarily look at HIPC Initiative Agreement and the Chinese White Paper on Foreign Aid. Moreover, this study will be conducted in form of the available HIPC documents and reports on Cameroon regularly published by the staff of IMF and the World Bank and specifically the HIPC Decision Point Document and the HIPC Completion Point Document of Cameroon. In addition, this study will rely on primary legal sources relative to states international obligations regarding human rights and economic cooperation such as, the UDHR (10 December 1948), the ICCPR (16 December 1966), the ICESCR (16 December 1966) and the Declaration on the Right to Development (4 December 1986). In the case of China’s development assistance approach, given that neither China nor Cameroon release specific bilateral treaties or agreements related to their development co-operation and the fact that documents and publications relative to Cameroon’s development assistance are mostly unpublished and inaccessible, this study will principally focus on the Chinese White Paper on Foreign Aid. It will also look, amongst others, at the Beijing Declaration of the FOCAC (2004), the White Paper on China-Africa Economic and Trade Co-operation (August 2013). Moreover this research will be complemented through secondary sources such as books, journals articles, report, working papers, press reviews, drafts, deliberation of international conferences and international summits, and internet sources

This research focuses on the challenges encountered by teachers in terms of support in teaching inclusive education in primary schools. According to the White Paper 6 of 2001, the Department of Education gives guidelines and points out the strengths of school-based support teams (SBST) and district support teams in attempting to overcome inclusivity. The SBST works with a variety of internal support structures to meet the needs of teachers who are teaching inclusive education. Schools in South Africa - especially in townships – are, generally, of the opinion that managing the process of inclusive education is the sole responsibility of the Department of Education. The research methodology employed in this study is qualitative which is explorative and descriptive by nature. The purpose of this study was to explore the role of the principals and the school-based teams in supporting teachers teaching inclusive education in primary schools. Data was collected by means of two focused interviews, which involved the principals and members of the school-based support team and by using one-on-one, semi–structured interviews. The collected data was analysed and categorized according to a constant comparative method. The data revealed a number of frustrations and challenges for teachers who need support in teaching learners in inclusive education. It is evident that there is a lack of support both from the principals and the SBSTs in supporting teachers who are teaching inclusive education. There is an insufficient knowledge and a lack of skills in supporting teachers teaching inclusive education as there has been no proper training for these teachers. However, the Department of Education has ensured that the introduction of White Paper 6 is aligned to the schools’ contextual systems. / Dissertation (MEd)--University of Pretoria, 2013. / Education Management and Policy Studies / unrestricted

Philosophiae Doctor - PhD / Concern has been raised that South Africa does not have a sufficient supply of scientists and engineers in the 21st century. Yet, the potential that resides in learners with cerebral palsy is often not recognised or realised by policy makers. It is argued that society cannot afford to deprive itself of the potential for scientific progress that resides, and all too often remains untapped, in the minds of people with disabilities (Burgstahler, 1994, 1995; Burgstahler and Nourse, 2000). The study contends that the under-representation of black learners with cerebral palsy (from disadvantaged backgrounds) in career fields and higher education programmes related to biology is not unrelated to: (i) our sociopolitical history; (ii) the 'outcome' of a particular method and content of teaching; (iii) lack of role models, i.e. successful professionals with physical disabilities; and (iv) the low expectations of learners, teachers, parents and the society as a whole. The purpose of the study was first of all to listen to the voices of learners with cerebral palsy in an attempt to find out if (and why) they have low expectations regarding career prospects in the biology fields. Secondly, it was to uncover the various barriers that might have contributed to such low expectations and under-representation of learners with cerebral palsy in biology related careers. The central concern of the study was whether or not black learners with cerebral palsy from disadvantaged backgrounds had low expectations of (career) possibilities in biology, and if so, why? A qualitative research design (in terms of five critical stages espoused by Carspecken, 1996) was used as framework for the study. In addition, in-depth interviews were conducted in an attempt to foreground the voices of the learners. An analysis of the results and findings indicated black learners (with cerebral palsy) with above-average performance in biology, mathematics and physical science, expressed an early interest and love for science and biology and a desire to pursue higher education studies related to those fields. However, the study found that learners with cerebral palsy who entered higher education biology and science related programmes did not complete their studies. Furthermore, that the under-representation of black learners with cerebral palsy, especially from previously disadvantaged backgrounds, could be linked to low expectations from teachers, academics in higher education institutions, parents, medical staff and guidance counsellors. The study contends further that if transformation is about removing all forms of discrimination, then the context where the potential of learners are developed - namely the schools, homes, workplace, and higher education institutions - needs to be re-examined. Moreover, the study attempted to raise awareness of the importance of an inclusive biology curriculum that: The study contends further that if transformation is about removing all forms of discrimination, then the context where the potential of learners are developed - namely the schools, homes, workplace, and higher education institutions - needs to be re-examined. Moreover, the study attempted to raise awareness of the importance of an inclusive biology curriculum that: (i) includes flexible teaching approaches, accommodation strategies and assistive technologies that adequately accommodate learners with cerebral palsy in the biology classroom; (ii) explores partnerships between various stakeholders to heighten awareness of mentoring, internship programmes and role models in biology and related careers; and (iii) effectively prepares and facilitates transition of black learners with cerebral palsy to biology related career fields in higher education and the workplace. (i) includes flexible teaching approaches, accommodation strategies and assistive technologies that adequately accommodate learners with cerebral palsy in the biology classroom; (ii) explores partnerships between various stakeholders to heighten awareness of mentoring, internship programmes and role models in biology and related careers; and (iii) effectively prepares and facilitates transition of black learners with cerebral palsy to biology related career fields in higher education and the workplace.

The present thesis deals with the changing status position of the army in the French defence policy according to the expanded security concept of the Copenhagen school. The concept of security in France has changed after the end of the Cold War, the consequent disappearance of the threat represented by the clash of the East and West and with the expansion of the threat sector and referent objects. It was necessary that the role of the state and its army has to change based on the newly defined threats. Throughout French history its army occupied an important position as it ensured France its independence and grandeur. However, events associated with the end of the Cold War have resulted in changes in the French defence policy. There is an expansion in the tasks that the military must assume to protect its state. On the basis of three factors (France's approach to the international system, the protection of the individual and the receding role of the army) the present thesis analyzes the changing role of the army in the defence of France.

The purpose of my case study research is to explain the development trajectory of Special Needs Education policy in South Africa. I also intended to establish whether this policy reform trajectory could be explained as “non-reform” in Special Needs Education. The development path of policies has been widely researched and explained in relation to theories of change. Over the past decade there has, however, been a growing body of knowledge that has moved the theoretical basis for the development of policy from a traditional linear and causal model to a more complex, dynamic model of change. I was able to draw from both models to engage in my case study research on the development of the Special Needs Education policy. This policy eventually culminated in a Government White Paper on Special Needs Education. My primary research question is to understand why the policy on Special Needs Education did not emerge in South Africa when it was widely expected. I examined “up close” the views, perspectives and understandings of policy makers to establish the reasons for the non-emergence of the Special Needs Policy in South Africa. On closer analysis, I found that not only was there a significant delay between the policy formulation and policy adoption, but that this had created a critical policy vacuum in the Special Needs Education system in South Africa, which warranted an explanation. I found that the main reasons for the “policy-lag” were situated in the intended paradigm shift from a medical based model to an eco-systemic model, the intended restructuring of the special school system, logistical factors, and the availability of resources. This study addresses a gap in the related literature by its focus on the policy-making process for Special Needs Education in a transitional context. Its significance lies in shifting explanations of policy reform from the domain of the causal-linear to a political account of the process. The research was guided by a conceptual framework that combined the linear and iterative models of the policy development processes with the conceptual devices of “theory of action” and “theory in use”. The role of specific paradoxes and the ensuing tensions was formulated using qualitative content analysis. The study produced several new findings with regard to the factors that affect education policy-making in South Africa. Principal amongst these findings was the observation that the politics of participation was the main factor constraining the speed and direction of policy development in Special Needs Education. The findings of this research warrant several conclusions regarding the implementation and the dynamic nature of policy-making. The study concludes with suggestions for future research in policy-making related to Special Needs Education in South Africa. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004. / Education Management and Policy Studies / unrestricted

Thesis (M.A.)--University of the Witwatersrand, Faculty of Humanities, Arts and Culture Management, 2013 / This report examines the ways in which a community theatre project called Thesele Creative Society (TCS) active in Soweto, South Africa, influenced and broadened the career paths of five people who were directly marginalized by the Apartheid government’s policies. I focus on the period from 1991-1995, which corresponds to the transition to democracy, signifying increased accessibility within the country to a variety of career options for black people synchronous with an entry into a differently challenging global economy. In many parts of the world, community arts projects are known to enhance the ability of their participants to successfully participate in the job market and learn skills that are useful in life more generally. South African community arts projects are understood to have played a significant role in, inter alia, the economic and skills development of its participants over the last 60 years. Although located in a remote periphery of the arts, culture and heritage sector, with its impact running a risk of being undercounted within the creative economy, TCS proved to be one of the community arts projects with socio-economic bearing. Selected through purposive sampling, the five main participants of this study present intrinsically interesting cases through which I identify the types of skills provided by TCS within the community theatre environment, as well as the methodology employed in transferring these skills. I also show that the background and practice of TCS provides lessons in terms of the application of self-reliance and self-determination principles, and sequentially argue that the application of these principles is necessary for the advancement of many disadvantaged communities in South Africa. I create links between the qualitative data I have collected in the form of interviews with wider issues of creative economies, complementing existing theoretical and ideological studies of community arts practice with a practically grounded approach. This research draws attention to, and demonstrates the importance of, the study of community arts projects, as opposed to community arts centres, which have been the virtually exclusive focus of prior research.

This study investigated the implementation of inclusive education in three schools of Mthatha district in the Eastern Cape Province, in accordance with the principles set out in Education White Paper 6: Special Needs Education—Building an inclusive education and training system. The qualitative method was used in this study, and data collection strategies were based on interviews and observations. The study established the following challenges that hampered the implementation of inclusive education in the three schools: • Lack of training or workshops for both principals and educators on inclusive education, which led to a lack of knowledge about the topic and ways to support learners experiencing barriers to learning in their schools. • Lack of access to the White Paper 6 document. These challenges can remedied by proactive assistance from the Eastern Cape Department of Education and the Mthatha District of Education authorities. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group of teachers in South Africa would place on the process of lesson study as a model for their own learning and instructional improvement. A qualitative case study approach through an action research design was the methodology employed for this research. Participants in this 18-month study experienced three complete cycles and a fourth partially completed cycle of lesson study. The setting in South Africa offers a unique perspective to research on lesson study. Lesson study has been the primary method of professional teacher development in Japan for more than 50 years. It is also realizing some success in school districts across the USA. The recent educational reforms in South Africa have something in common with each of these countries. Like Japan, South Africa has adopted a national curriculum. The common link with the USA is that both countries have recently experienced educational reform at the national government level. The findings from this research include a discussion of the elements contained in lesson study that may be beneficial to incorporate into continuing professional teacher development programs, an analysis of the sustainability of lesson study, and an exploration of the connection between the model of lesson study and the design of action research. / AFRIKAANSE OPSOMMING: Die doel van hierdie kwalitatiewe navorsingstudie was om die waarde wat ʼn groep onderwysers in Suid-Afrika op die proses van lesstudie as ʼn model vir hulle eie leer- en onderrigverbetering sou plaas, te bepaal. ʼn Kwalitatiewe gevallestudie-benadering met behulp van ʼn aksienavorsingontwerp was die metodologie wat tydens hierdie navorsing aangewend is. Deelnemers aan hierdie studie wat oor 18 maande gestrek het, het drie volledige siklusse en ʼn vierde gedeeltelike siklus van lesstudie onderneem. Die Suid-Afrikaanse konteks bied ʼn unieke perspektief op navorsing oor lesstudie. Lesstudie was vir meer as 50 jaar die primêre metode van professionele onderwyserontwikkeling in Japan. Dit behaal ook ’n mate van sukses in skooldistrikte oor die VSA heen. Die onlangse onderwyshervormings in Suid-Afrika het iets gemeen met elk van hierdie lande. Soos Japan, het Suid-Afrika ʼn nasionale kurrikulum in gebruik geneem. Die skakel met die VSA is dat albei lande onlangs onderwyshervorming op nasionale regeringsvlak ondergaan het. Die bevindinge van hierdie navorsing sluit ʼn bespreking van die elemente vervat in lesstudie in wat inkorporering in programme vir voortgesette professionele onderwyserontwikkeling tot voordeel kan strek, ʼn ontleding van die volhoubaarheid van lesstudie, en ʼn verkenning van die verband tussen die lesstudie-model en die ontwerp van aksienavorsing.