White (1967:1203-1207) places the blame for the current raping of our environment on the Christians’ interpretation of Genesis 1:28 (“God blessed them and said to them: ‘Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish of the sea and the birds of the air and over every living creature that moves on the ground”). White believes that the Christian interpretation of this verse teaches man to be arrogant toward nature and that God gives man the green light to exploit nature as man pleases. White has leveled serious accusations against the early Christians. This study interprets the Old Testament, New Testament and ancient theologians’ attitude towards creation and God. It deals with the accusations in accordance with the relevant Biblical and post-Biblical writers, to find the basis for the environmental crisis not in Christianity, but in animism. It is true that the ancient Christian writers were indeed more concerned about the hereafter than about the world as it is now. Yet, when one scrutinizes ancient writings, one soon realizes that in ancient biblical- and post-biblical time, earth stewardship has a profundity undreamed of by even the most speculative ecological philosophers. / Dissertation (MA (Greek))--University of Pretoria, 2005. / Ancient Languages / unrestricted

Land under conservation is critical for biodiversity. South Africa has not achieved the Aichi 11 biodiversity target, which is set to allocate 17% of terrestrial land as protected areas by 2020. South Africa has, however, been an example, globally, how private conservation can fill the gap. It is essential to optimise how conservation businesses strategically plan for long-term financial and environmental sustainability taking into account complex environmental, societal, and industry variables to keep conservation areas viable under financial pressure. An inductive qualitatively driven concurrent mixed-method research design is followed and results synthesised using a systems thinking approach. The study investigates contemporary generic strategic planning frameworks such as the Porter’s five forces model but found them to have limited use in the conservation tourism industry. The critical variables conservation area managers need to include in their strategic planning are classed in five significant categories, namely environmental, societal, economic, industrial, and business variables. The research proposes a strategic planning framework which includes a strategic planning and iterative phase, taking into account the interrelatedness of the significant variables. / Grond onder bewaring is van kritieke belang vir biodiversiteit. Suid-Afrika het nie die Aichi 11-biodiversiteitsdoelwit bereik wat daarop gemik is om teen 2020 17% van die terrestriële grond as beskermde gebiede te verklaar nie. Suid-Afrika was egter wêreldwyd ’n voorbeeld van hoe privaat bewaring die leemte kan vul. Dit is noodsaaklik om die wyse waarop bewaringsondernemings strategies beplan vir langtermyn finansiële en omgewingsvolhoubaarheid te optimaliseer, met inagname van ingewikkelde omgewings-, samelewings- en nywerheidsfaktore om bewaringsareas onder finansiële druk lewensvatbaar te hou. ’n Induktiewe kwalitatief-gedrewe gelyktydige gemengde-metode navorsingsontwerp word gevolg en resultate met behulp van 'n sisteem denkebenadering gesintetiseer. Die studie ondersoek eietydse generiese strategiese beplanningsraamwerke soos Porter se vyf-kragte-model, maar het bevind dat hulle beperkte toepassing in die bewaringstoerismebedryf het. Die kritieke veranderlikes wat bewaringsgebiedbestuurders in hulle strategiese beplanning moet insluit, word in vyf belangrike kategorieë, naamlik omgewings-, samelewings-, ekonomiese-, nywerheids- en sakefaktore, ingedeel. Die navorsing stel ’n strategiese beplanningsraamwerk voor wat ’n strategiese beplannings- en iteratiewe fase insluit en van die onderlinge verband tussen die belangrike veranderlikes in ag neem. / Umhlaba ophantsi kwenkqubo yolondolozo-ndalo ufuneka kakhulu ekwandiseni ubukho beendidi-ndidi zendalo. UMzantsi Afrika awukafikeleli kwiThagethi LaseAichi Le-11 leendidi-ndidi zendalo, lokusikwa kweendawo ezifika kwi-17% yomhlaba ongengomanzi zibe ziindawo ezikhuselweyo engadlulanga u-2020. Nakuba kunjalo, uMzantsi Afrika uye wangumzekelo, kumazwe-onke, wendlela esingavalwa ngayo esi sikhewu lulondolozo lwabucala. Kuyafuneka kakhulu ukuba ziqiniswe iindlela zamashishini olondolozo-ndalo zokucwangcisa ngobulumko esenzela ukuba imali kwaneendawo-zendalo zihlale ixesha elide. Oku kuqiniswa makwenziwe ngokuthathela ingqalelo iimeko-meko ezingelula zemo-yendalo, nezentlalo-bantu, nezalo msebenzi wolondolozo, ukuze iindawo zolondolozo-ndalo zigcineke zisebenza nakumaxesha okushokoxeka kwemali. Olu phando lwenziwe ngokohlobo-phando oluyi-inductive qualitative research kunye nomxube weemethodi, zaza iziphumo zaxelwa ngokwendlela eyisystems thinking approach. Olu phando luphicothe izikhokelo zocwangciso olunobulumko eziludidi-lunye zexesha elinye, ezinjenge Porter’s five forces. Kodwa lufumanise ukuba ziyasilela kulo msebenzi wolondolozo nokhenketho. Iimeko-meko ezingundoqo ekufanele ukuba zisetyenziswe ngoomanejala beendawo zolondolozo-ndalo kwizicwangciso ezinobulumko zabo zihlelwe zaba kwizintlu ezibalulekileyo ezintlanu, ezizezi: ezeendawo-zendalo, ezentlalo-bantu, ezoqoqosho, ezalo msebenzi, nezamashishini. Olu phando ke luphakamisa isikhokelo socwangciso olunobulumko esiquka ucwangciso ngobulumko olunesigaba sophinda-phindo, nesikuthathela ingqalelo ukuphinyelana kodlelwano lwezi meko-meko zibalulekileyo. / Environmental Sciences / Ph. D. (Environmental Management)

Abstract is in English, Xhosa and Afrikaans / By means of a qualitative multiple case study, I investigated the compliance of the administrations of three rural secondary schools in the Chris Hani West District, Eastern Cape Province with the constitutional democratic principles of cooperation, accountability and transparency. I consulted legal sources to identify provisions dealing with the implementation of these principles and to create a framework for data analysis and interpretation. Fieldwork commenced with a document analysis of relevant school documents, followed by focus groups with members of representative councils of learners, school management teams and school governing bodies. I concluded with semi-structured interviews with principals. I discovered a general lack of compliance with the identified principles, possibly attributable to the exclusion of learners from decision-making processes, unhealthy relationships among educators, autocratic leadership style, lack of communication, and lack of knowledge of the legal prescripts on the part of learners and the parent component of the school governing body. / Ngokwenza uphando olusebenzisa imizekelo yeemeko ezininzi, ndiphande indlela eziyithobela ngayo imigaqo yolawulo izikolo ezithathu kwisithili sakuKomani eMpuma Koloni ngokumalunga neenqobo zedemokhrasi zentsebenziswano, ukwamkela uxanduva nokusebenza ngokungafihlisiyo. Ndithethe namaziko omthetho ngenjongo yokuchonga izibonelelo eziphathelene nokusetyenziswa kwezi nqobo, ndifuna nokuqulunqa uphahla lokwakha isakhelo sokuhlalutya nokutolika iinkcukacha zolwazi eziqokelelweyo. Umsebenzi wasentsimini (ukutyelela amaziko achaphazelekayo) uqale ngokuphengulula imibhalo yesikolo ebalulekileyo, kwalandela amaqela angundoqo namalungu eekomiti ezimele abafundi, abalawuli besikolo nabameli babazali abakwiikomiti ezilawula isikolo. Kugqityelwe ngodliwano ndlebe oluphantse lwaqingqwa neenqununu zezo zikolo. Ndifumanise ukungathotyelwa jikelele kweenqobo ezichongiweyo, mhlawumbi ngenxa yokungabandakanywa kwabafundi kwiinkqubo zokuthatha izigqibo, ukungavisisani kwabafundisi ntsapho, ukuphatha ngegqudu, ukungabonisani, nokungabi nalwazi lomthetho kwabafundi nabazali abangabameli bekomiti elawula isikolo. / Die navorser het ’n kwalitatiewe veelvoudige gevallestudie gebruik om die administrasies van drie landelike sekondêre skole in die Chris Hani West-distrik, Oos-Kaap, se nakoming van die grondwetlik demokratiese beginsels van samewerking, aanspreeklikheid en deursigtigheid te ondersoek. Die navorser het regsbronne geraadpleeg om bepalings rakende die implementering van hierdie beginsels te identifiseer en ’n raamwerk vir die ontleding en vertolking van data tot stand te bring. Die veldwerk het met ’n analise van tersaaklike skooldokumente begin, wat deur fokusgroepsessies met lede van verteenwoordigende leerlingrade, skoolbestuurspanne en skoolbeheerliggame opgevolg is. Die veldwerk is met semigestruktureerde onderhoude met skoolhoofde afgesluit. Die navorser het ’n algemene gebrek aan nakoming van die geïdentifiseerde beginsels gevind, wat moontlik aan die uitsluiting van leerders van besluitnemingsprosesse, ongesonde verhoudings onder opvoeders, ’n outokratiese leierskapstyl, ’n gebrek aan kommunikasie en ’n gebrek aan kennis van die tersaaklike regsvoorskrifte onder leerders en die ouerkomponent van die skoolbeheerliggame toegeskryf kan word. / Educational Management and Leadership / M. Ed. (Education Management)

Recently, South African company law underwent a dramatic overhaul through the introduction of the Companies Act 71 of 2008. Central to company law is the promotion of corporate governance: companies no longer are accountable to their shareholders only but to society at large. Leaders should direct company strategy and operations with a view to achieving the triple bottom-line (economic, social and environmental performance) and, thus, should manage the business in a sustainable manner. An important question in company law today: In whose interest should the company be managed? Corporate governance needs to address the entire span of responsibilities to all stakeholders of the company, such as customers, employees, shareholders, suppliers and the community at large. The Companies Act aims to balance the rights and obligations of shareholders and directors within companies and encourages the efficient and responsible management of companies. The promotion of human rights is central in the application of company law: it is extremely important given the significant role of enterprises within the social and economic life of the nation. The interests of various stakeholder groups in the context of the corporation as a “social institution” should be enhanced and protected. Because corporations are a part of society and the community they are required to be socially responsible and to be more accountable to all stakeholders in the company. Although directors act in the best interests of shareholders, collectively, they must also consider the interests of other stakeholders. Sustainable relationships with all the relevant stakeholders are important. The advancement of social justice is important to corporations in that they should take into account the Constitution, labour and company law legislation in dealing with social justice issues. Employees have become important stakeholders in companies and their needs should be taken into account in a bigger corporate governance and social responsibility framework. Consideration of the role of employees in corporations entails notice that the Constitution grants every person a fundamental right to fair labour practices. Social as well as political change became evident after South Africa's re-entry into the world in the 1990s. Change to socio-economic conditions in a developing country is also evident. These changes have a major influence on South African labour law. Like company law, labour law, to a large extent, is codified. Like company law, no precise definition of labour law exists. From the various definitions, labour law covers both the individual and collective labour law and various role-players are involved. These role-players include trade unions, employers/companies, employees, and the state. The various relationships between these parties, ultimately, are what guides a certain outcome if there is a power play between them. In 1995 the South African labour market was transformed by the introduction of the Labour Relations Act 66 of 1995. The LRA remains the primary piece of labour legislation that governs labour law in South Africa. The notion of industrial democracy and the transformation of the workplace are central issues in South African labour law. The constitutional change that have taken place in South Africa, by which the protection of human rights and the democratisation of the workplace are advanced contributed to these developments. Before the enactment of the LRA, employee participation and voice were much-debated topics, locally and internationally. In considering employee participation, it is essential to take due cognisance of both the labour and company law principles that are pertinent: the need for workers to have a voice in the workplace and for employers to manage their corporations. Employee participation and voice should be evident at different levels: from informationsharing to consultation to joint decision-making. Corporations should enhance systems and processes that facilitate employee participation and voice in decisions that affect employees. The primary research question under investigation is: What role should (and could) employees play in corporate decision-making in South Africa? The main inquiry of the thesis, therefore, is to explore the issue of granting a voice to employees in companies, in particular, the role of employees in the decision-making processes of companies. The thesis explores various options, including supervisory co-determination as well as social co-determination, in order to find solutions that will facilitate the achievement of employee participation and voice in companies in South Africa. / LLD, North-West University, Potchefstroom Campus, 2015

Recently, South African company law underwent a dramatic overhaul through the introduction of the Companies Act 71 of 2008. Central to company law is the promotion of corporate governance: companies no longer are accountable to their shareholders only but to society at large. Leaders should direct company strategy and operations with a view to achieving the triple bottom-line (economic, social and environmental performance) and, thus, should manage the business in a sustainable manner. An important question in company law today: In whose interest should the company be managed? Corporate governance needs to address the entire span of responsibilities to all stakeholders of the company, such as customers, employees, shareholders, suppliers and the community at large. The Companies Act aims to balance the rights and obligations of shareholders and directors within companies and encourages the efficient and responsible management of companies. The promotion of human rights is central in the application of company law: it is extremely important given the significant role of enterprises within the social and economic life of the nation. The interests of various stakeholder groups in the context of the corporation as a “social institution” should be enhanced and protected. Because corporations are a part of society and the community they are required to be socially responsible and to be more accountable to all stakeholders in the company. Although directors act in the best interests of shareholders, collectively, they must also consider the interests of other stakeholders. Sustainable relationships with all the relevant stakeholders are important. The advancement of social justice is important to corporations in that they should take into account the Constitution, labour and company law legislation in dealing with social justice issues. Employees have become important stakeholders in companies and their needs should be taken into account in a bigger corporate governance and social responsibility framework. Consideration of the role of employees in corporations entails notice that the Constitution grants every person a fundamental right to fair labour practices. Social as well as political change became evident after South Africa's re-entry into the world in the 1990s. Change to socio-economic conditions in a developing country is also evident. These changes have a major influence on South African labour law. Like company law, labour law, to a large extent, is codified. Like company law, no precise definition of labour law exists. From the various definitions, labour law covers both the individual and collective labour law and various role-players are involved. These role-players include trade unions, employers/companies, employees, and the state. The various relationships between these parties, ultimately, are what guides a certain outcome if there is a power play between them. In 1995 the South African labour market was transformed by the introduction of the Labour Relations Act 66 of 1995. The LRA remains the primary piece of labour legislation that governs labour law in South Africa. The notion of industrial democracy and the transformation of the workplace are central issues in South African labour law. The constitutional change that have taken place in South Africa, by which the protection of human rights and the democratisation of the workplace are advanced contributed to these developments. Before the enactment of the LRA, employee participation and voice were much-debated topics, locally and internationally. In considering employee participation, it is essential to take due cognisance of both the labour and company law principles that are pertinent: the need for workers to have a voice in the workplace and for employers to manage their corporations. Employee participation and voice should be evident at different levels: from informationsharing to consultation to joint decision-making. Corporations should enhance systems and processes that facilitate employee participation and voice in decisions that affect employees. The primary research question under investigation is: What role should (and could) employees play in corporate decision-making in South Africa? The main inquiry of the thesis, therefore, is to explore the issue of granting a voice to employees in companies, in particular, the role of employees in the decision-making processes of companies. The thesis explores various options, including supervisory co-determination as well as social co-determination, in order to find solutions that will facilitate the achievement of employee participation and voice in companies in South Africa. / LLD, North-West University, Potchefstroom Campus, 2015

Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study. The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation. Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules. / Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls. / Educational Management and Leadership / Ph. D. (Education Management)

The South African Postbank Limited has been tasked by Government with a social mandate to provide basic financial services to people receiving low income and people living in rural areas. Personal financial literacy is an essential element which affects financial inclusion in the target market of a state–owned bank. To achieve the bank?s social mandate and its objective, it would be vital to determine whether people in low income and rural demographics are financially literate. Financial literacy is defined as the ability to manage your money on a day–to–day basis, do future financial planning, choose sound financial products and have appropriate financial knowledge and understanding. Various factors influence the level of financial literacy of a person and in order to improve the financial literacy of a person, cognisance should be taken of that person?s age, gender, living conditions, income–level and socio–economic elements. It will be beneficial for a state–owned bank, in order to reach its social mandate, to implement financial educational programmes to increase financial literacy. The latter will increase the amount of potential customers and thus promote financial inclusion in the long run. The sample in low income and rural areas has been found to be the most wanting in financial literacy and therefore it is crucial to address this shortcoming in the target market of the state–owned bank in order to reach the social mandate of financial inclusion. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The South African Postbank Limited has been tasked by Government with a social mandate to provide basic financial services to people receiving low income and people living in rural areas. Personal financial literacy is an essential element which affects financial inclusion in the target market of a state–owned bank. To achieve the bank?s social mandate and its objective, it would be vital to determine whether people in low income and rural demographics are financially literate. Financial literacy is defined as the ability to manage your money on a day–to–day basis, do future financial planning, choose sound financial products and have appropriate financial knowledge and understanding. Various factors influence the level of financial literacy of a person and in order to improve the financial literacy of a person, cognisance should be taken of that person?s age, gender, living conditions, income–level and socio–economic elements. It will be beneficial for a state–owned bank, in order to reach its social mandate, to implement financial educational programmes to increase financial literacy. The latter will increase the amount of potential customers and thus promote financial inclusion in the long run. The sample in low income and rural areas has been found to be the most wanting in financial literacy and therefore it is crucial to address this shortcoming in the target market of the state–owned bank in order to reach the social mandate of financial inclusion. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Text in English with keywords and abstracts in English, Afrikaans and Zulu / Over the past few years, the world in general has been influenced by several rapid changes and disruptions including climate change, globalisation, economic developments, the fourth industrial revolution, technological advancements, social changes, political changes and most recently the Covid-19 pandemic. The above changes have also influenced South Africa Higher Education Institutions (HEI) in South Africa. In particular, over the past two to three years, South African HEIs have been increasingly faced with the drive for transformation in higher education (including the decolonisation of the curriculum), reduced government subsidies, increased competition, rising costs, increased enrolments, declining resources the announcement of free higher education, increased politicisation of higher education and the increased need to use information technology in teaching and research. As a result, the aforementioned rapid changes and disruption require that leaders in South African HEIs possess the capabilities that will enable them to successfully lead their organisations during such times. While leadership has been researched within South African HEIs none was found that focussed on identifying and describing the capabilities needed to lead successfully in South African HEIs during rapid change and disruption. The aim of this research was to determine a leadership capabilities model required to lead successfully during rapid change and disruption within South African HEIs. This research successfully identified and described the capabilities and competencies needed to lead South African HEIs successfully during rapid change and disruption in general as well as for each leadership level. Finally, this research formulated a theory and model that explains the relationship between rapid change and disruption, the possession and application of the capabilities required to lead successfully in South African HEIs during rapid change and disruption and actually dealing successfully with the rapid change and disruption. / Oor die afgelope paar jare was die wêreld deur verskillende vinnige veranderinge en ontwrigtings beïnvloed insluitended limaatverandering, globaliseering, ekonomiese ontwikkelinge asook die vierde industriële rewolusie, tegnolosiese vooruitgange, sosiale veranderinge, politiese veranderinge, en mees onlangs, die Covid-19 pandemie. Die bogenoemde veranderinge het ook die Suid-Afrikaanse Hoër Onderwys beïnvloed. In die besonder, oor die afgelope twee tot drie jaar, is Suid-Afrikaanse Hoër Onderwys Instansies toenemend gekonfronteer deur ‘n strewe na transformasie (insluitended dekolonisering van die kirrikulum), vermindende staatsubsidies, toenemende kompetisie, toenemende kostes, toenemende inskrywings, vermindende hulpbronne, die aankondiging van gratis hoër onderwys, toenemende politisering van hoër onderwys en die toenemende behoefte om inligtingstegnologie te gebruik in onderwys en navorsing. As ‘n gevolg van bogenoemde vinnige veranderinge en ontwrigtings, word dit van leiers in die Suid-Afrikaanse Hoër Onderwys vereis om vermöens te besit wat hulle in staat stel om hulle organisasies suksesvol te kan lei gedurende sulke tye. Alhoewel navorsing oor leierskap binne Suid-Afrikaanse Hoër Onderwys Instansies voorheen gedoen is, kon geen navorsing gevind word wat alleenlik fokus op die identifisering en beskrywing van die eienskappe wat nodig is om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei gedurende tye van vinnige veranderinge en ontwrigting. Die mikpunt van hierdie navorsing was om vas te stel watter leierskap eienskappe nodig is om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei, gedurende tye van vinnige veranderinge en ontwrigtings. Hierdie navorsing het daarin geslaag om die eienskappe en vaardighede wat leiers benodig om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te lei gedurende tye van vinnige veranderinge en ontwrigtings te bepaal, asook wat vir elke leierskapvlak benodig word. Hierdie navorsing het ook ‘n teorie en model geformuleer wat die verhouding tussen vinnige veranderinge en ontwrigtings, die besit en toepassing van die eienskappe om Suid Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei gedurende tye van vinnige veranderinge en ontwrigtings en uiteindelik suksevolle leierskap gedurende vinnige veranderinge en ontwrigtings, te beskryf. / Eminyakeni embalwa edlule umhlaba jikelele ubhekane nezinguquko nokuphazamiseka okuningi okuhlanganisa ukuquka kwesimo sezulu, ukuxhumana kwamazwe omhlaba, ukuthuthuka kwezomnotho, uguquko kwezezimboni kwesine (fourth industrial revolution), ukuthuthuka kwezobuchwepheshe, izinguquko kwezenhlalo, izinguquko kwezombusazwe nokwakamuva nje, ubhubhane i-Covid-19. Lezi zinguquko ezingenhla zibe nomthelela naseziKhungweni zeMfundo ePhakeme zaseNingizimu Afrika (HEIs). Ikakhulukazi, eminyakeni emibili kuya kwemithathu edlule, iziKhungo zeMfundo ePhakeme zaseNingizimu Afrika zibhekana ngokwengezekile nomkhankaso wezoguquko kwezemfundo ephakeme (okuhlanganisa nokuhlelwa kabusha kwezinhlelozifundo), ukuncipha kwemalisibonelelo kahulumeni, ukukhula kokuqhudelana, ukukhula kwezindleko, ukukhula kwesibalo sababhalisile, ukuncipha kwezinsiza, ukumenyezelwa kwemfundo ephakeme yamahhala, ukudlondlobala kwezombusazwe ezikhungweni zemfundo ephakeme nokukhula kokusetshenziswa kobuchwepheshe kwezokufundisa nocwaningo. Okungumphumela walokhu, ukudingeka kwabaholi bezikhungo zemfundo ephakeme eNingizimu Afrika abanamakhono azobalekelela ekuholeni ngempumelelo izinhlangano zabo kulezi zikhathi. Yize noma ubuholi bucwaningiwe ezikhungweni zemfundo ephakeme eNingizimu Afrika akukho okutholakele obekugxile ekuhlonzeni nasekuchazeni ngokuyizidingo zokuhola ngempumelelo lezi zikhungo ngalesi sikhathi sezinguquko nokuphazamiseka okwenzeka ngesivinini. Lolu cwaningo luhlonze futhi lwachaza ngamakhono namava adingekayo ukuze kuholwe ngempumelelo iziKhungo ZeMfundo ePhakeme zaseNingizimu Afrika ngesikhathi sezinguquko nokuphazamiseka okwenzeka ngesivinini kanye nokuyizidingo zezinga ngalinye lobuholi. Okokugcina, lolu cwaningo lwakhe injulalwazi nohlaka oluchaza ngobudlelwano phakathi kwezinguquko nokuphazamiseka okwenzeka ngesivinini, ukuba namava adingekayo nokuwasebenzisa ngempumelelo ekuholeni iziKhungo zeMfundo ePhakeme zaseNingizimu Afrika ngesikhathi salezi zinguquko nokuphazamiseka kanye nokubhekana nakho ngempumelelo. / Industrial and Organisational Psychology / D. Phil. (Consulting Psychology)

Abstracts in English, Xhosa and Afrikaans / The South African Social Security Agency (SASSA) is the mechanism that enables service delivery to alleviate poverty in South Africa through the payment of social grants as mandated by the Social Security Agency Act No. 9 of 2004. The rapid increase of social grant beneficiaries in the past decade, fuelled by social inequality, directly affects the administration cost associated with social grants. This study aimed to investigate the allocation of indirect costs related to the administrative elements that makes it possible for SASSA to pay social grants. Semi-structured interviews were conducted; the study concluded that ABC (activity-based costing) could be implemented as an alternative to the traditional costing (TC) method on a pilot project basis. The study also recommended a framework for SASSA to consider in laying the foundation to start the process of ABC implementation. Drawing from the research conducted, further studies on the implementation of ABC principles within the public sector could be pursued. / Ejensi ya Vuhlayiseki bya Vanhu ya Afrika Dzonga ku nga South African Social Security Agency (SASSA) i ndlela leyi endlaka leswaku mphakelo wa vukorhokeri wu koteka ku hunguta vusweti eAfrika Dzonga hikwalaho ka ku hakeriwa ka timalimpfuneto ta vanhu (social grants) tanihileswi swi pfumeleriweke hi Nawu wa Social Security Agency Act 9 wa 2004. Ku ndlandlamuka ka vavuyeriwa va malimpfuneto ya vanhu swi khumbha hi ku kongomisa tihakelo ta vulawuri leti fambelanaka na timalimpfuneto ta vanhu. Dyondzo leyi yi kongomisiwile eka ku lavisisa mphakelo wa tihakelo to ka ti nga kongomisi leti fambelanaka na swiyenge swa vulawuri leswi endlaka leswaku SASSA yi kota ku hakela timalimpfuneto ta vanhu. Ku endliwe ti-semi-structured interview. Dyondzo yi kumile leswo ti-activity-based costing (ABC) ti nga tirhisiwa hi ndlela yo cincana na maendlelo ya vupimahakelo bya ntolovelo eka projeke ya nkarhinyana. Dyondzo yi bumabumerile leswaku ku anakanyiwa rimba ro nyika mianakanyo yo sungula maendlelo yo tirhisa ABC. / Die “South African Social Security Agency” (SASSA) verlig armoede in Suid-Afrika deur ingevolge die “Social Security Agency Act” 9 van 2004 sosiale toelaes te betaal. Die aansienlike toename in die aantal begunstigdes het ʼn uitwerking op die administrasiekoste van sosiale toelaes. Hierdie studie ondersoek die toewysing van indirekte koste ten opsigte van die administratiewe elemente wat SASSA in staat stel om sosiale toelaes te betaal. Halfgestruktureerde onderhoude is gevoer. In hierdie studie word tot die gevolgtrekking gekom dat aktiwiteitsgebaseerde kosteberekening (ABK) as ʼn alternatief vir en as ʼn proefprojek die tradisionele kosteberamingsmetode geïmplementeer kan word. ʼn Raamwerk word aanbeveel wat as ʼn grondslag kan dien vir die implementering van ABK. / College of Accounting Sciences / M. Phil. (Accounting Sciences)