In a culturally diverse South Africa, the debate concerning whose history to commemorate, is an increasingly controvertial issue. In light of this, a refreshing opportunity for the celebration of a shared memory has been identified in the forgotten Mpumalanga mission station, Botshabelo. It is remembered as a place of harmony between different cultures, the natural and man-made landscape, this once self-sustainable, flourishing settlement that now stands abandoned and in a state of decay (Langhan, 2000:25). This dissertation research focuses on design within sensitive heritage environments at various scales, through acts of layering. At the urban scale, the research investigates the possible mediation between heritage conservation and development for a returning local community. At a more detailed scale, the project focuses on the rediscovery of Botshabelo’s cultural precinct through layering of the old fabric with new ritual. And finally, at the precinct vision’s climax, Fort Merensky (which overlooks the Botshabelo valley) forms the dissertation’s site of design focus. Finally, through the reinterpretation of Fort Merensky as a device for ‘hiding’ and ‘revealing’, a cumulative moment is formed by which a (figurative and physical) vantage point for the unlocking and celebration of Botshabelo’s meaningful landscape is enabled. The project intends to create an architectural device for the safekeeping, showcasing and testing of ideas that mark Botshabelo’s memory, learning from it as a model for the development of South African self-sustainable, creative communities. / In ‘n kultuurryke Suid-Afrika, is die debat rondom wie se erfenis behoort gedenk te word ‘n kontroversiele onderwerp. ‘n Verfrissende geleentheid om ‘n gedeelde herinnering te vier is geïdentifiseer in die vergete Mpumlanga sendingstate, Botshabelo. Onthou as ‘n plek van harmonie tussen verskillende kulture, die natuurlike- en mensgemaakte landskap, word hierdie eens self-volhoubare, bloeiende nedersetting vandag bevind in ‘n verlate en vervalle toestand (Langhan, 2000:25). Die verhandelingnavorsing fokus op die tema van ontwerp binne sensitiewe erfenisomgewings op verskillende skale deur middel van gelaagtheid. Op die stedelike skaal ondersoek die navorsing die moontlike bemiddeling tussen erfenisbewaring en ontwikkeling van ‘n terugkerende plaaslike gemeenskap. Op ‘n meer gedetailleerde skaal, fokus die projek op die herontdekking van Botshabelo se kulturele gebied deur die ou stof met nuwe ritueel te laai. As hierdie gebied se klimakspunt, word Fort Merensky wat oor die Botshabelo-vallei uitkyk, die terrein van ontwerpfokus vir die skripsie. Deur die herinterpretasie van Fort Merensky as ‘n toestel om te ‘versteek’ en ‘onthul’, word ‘n kumulatiewe oomblik geskep waardeur ‘n (figuurlike en letterlike) uitkykpunt vir die ontsluiting en viering van Botshabelo se betekenisvolle landskap moontlik gemaak. Die projek beoog om ‘n argitektoniese toestel te skep vir die bewaring, uitstalling en toetsing van die idees wat Botshabelo se verlede kenmerk en sodoende daaruit te leer as ‘n model vir die ontwikkeling van Suid-Afrikaanse self-volhoubare, kreatiewe gemeenskappe. / Mini Dissertation MArch(Prof)--University of Pretoria, 2018. / Architecture / MArch(Prof) / Unrestricted

Thesis (M. Ed.(Educational Psychology)) - Central University of technology, Free State, 2010 / The purpose of this study was to: * Investigate how school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools. * Formulate recommendations, based on the findings of the study, for the design of programmes to develop school principals and heads of department so that they can proactively deal with HIV and AIDS. The method of research consists of an investigation in which a sample of thirty (30) primary schools at Botshabelo in the Free State Province was used. Questionnaires were distributed among the principals and heads of department. Descriptive statistics were used to describe the experiences and perceptions of the principals and heads of department towards understanding and responding to the impact of HIV and AIDS on educators. The empirical research was undertaken so as to gather information that could provide answers to the following research questions: * What is the impact and effect of HIV and AIDS on educators? * How can educators be assisted to cope with the impact that HIV and AIDS may have on their lives? * What impact do HIV and AIDS infected educators have on school management? The literature study showed that HIV and AIDS impact on education in various ways. It also indicated that the pandemic has a psychological-social impact on educators. Questionnaires revealed that most educators lose interest in their career. The study also revealed that HIV and AIDS education has not been extensively covered and standardised at the primary schools in Botshabelo. The findings derived from questionnaires provided several implications for planning, teaching and implementation of HIV and AIDS awareness programmes. Although the majority of the principals and heads of department believed that it is necessary to implement the HIV and AIDS policies in their schools, the results revealed that some are neglecting the implementation of HIV and AIDS policies. Lastly, the specific HIV and AIDS programmes should be co-ordinated by the Free State Department of Education in order to ensure that the support programmes achieve what they are intended to achieve. Principals and heads of department should be encouraged to take the lead in the fight against the impact of HIV and AIDS on education.

Thesis (M. Tech. (Business administration)) - Central University of technology, Free State, 2012 / Research evidence suggests that South African small, medium and micro enterprises (SMMEs) are not making the desired impact on their societies because they are unable to create jobs. The normative assertion is that by engaging in socially responsible activities, SMMEs will be able to enhance their impact on society. Much “noise”, effort and resources are being made available to South African SMMEs to encourage them to embrace this concept of social responsibility as it is also touted to result in business benefits. Socially responsible behaviour by SMMEs has therefore become an important national issue in South Africa. However, in spite of this realisation, very little is known about how seriously the South African SMMEs really consider and approach the whole issue of business social responsibility (BSR) precisely because of the dearth of empirical research on the subject. Without empirical evidence from systematic research, it becomes extremely difficult to tell for sure what these SMMEs think of and are really doing in terms of BSR; what obstacles they face in their BSR endeavours; what support they need; among others. Without such information, policy makers cannot reasonably be expected to formulate appropriate support mechanisms to enhance the BSR efforts of these SMMEs. In the end, communities like Botshabelo (in the Free State Province of South Africa) might lose out on the benefits that are usually associated with BSR performance of SMMEs. The purpose of this study was to provide such information. Specifically, the research investigated the following issues: SMMEs understanding of BSR; BSR as a sound business philosophy/practice for SMMEs; Why SMMEs undertake BSR; SMMEs’ attitude towards BSR; Barriers to SMMEs’ BSR engagement; and main BSR activities of SMMEs. In this study, research was conducted on the SMMEs of the Botshabelo industrial estate. After a thorough literature review, data were collected from 170 respondents on 137 out of the 150 SMMEs operating in Botshabelo. The results of the data analysis suggest that the SMMEs investigated have a good understanding of the concept and its value. However, the SMMEs focus mainly on employee and customer issues while showing less concern for community and environmental issues. The SMMEs also encounter barriers to BSR engagement which mostly have to do with lack of time. Based on these findings, recommendations are made regarding policy and further research.

A qualitative and quantitative approach was chosen together with an exploratory and descriptive design in order to obtain knowledge, insight and understanding regarding the utilization of social support network of teenage mothers in Botshabelo. It is necessary for social workers to identify the social support systems that exist in a social support network of teenage mothers in order to select those systems which would be relevant to meet the needs of teenage mothers. The aim of this study is to present guidelines for social workers to empower teenage mothers to utilize social support networks to fulfil their roles as parents. A sample of ten teenage mothers (14 years to 19 years of age) who are from the service area at the J clinic in Botshabelo was involved in the study. A qualitative investigation was carried out by means of conducting interviews with the aid of a semi-structured interview guide. The responses of the participants and the findings of the study were analyzed and compared with the findings of previous studies. The results of the investigation confirmed that the findings of the literature study namely that teenage parenting severely impacts daily functioning of teenage mothers. These challenges include aspects related to financial problems, responding to the baby’s needs, attending classes or seeking for a job, while expected to play a mother’s role at the same time. The results of the study gave an indication of the nature of social work intervention that is needed for this target group: talking to someone, distributing information regarding teenage parenting, distributing information regarding available services, participating in a support group and learning to cope with daily activities. The findings of the research can be used as guidelines by social workers who need to empower teenage mothers to utilize their social support network.

Thesis (M. Ed. Educational management) -- Central University of technology, Free State, 2012 / The purpose of the study was to investigate Life Skills as an intervention strategy in the fight against HIV/AIDS among the teenagers at Senakangwedi Senior Secondary School in Botshabelo, Free State. Life Skills as an intervention strategy were implemented in one secondary school in Free State Province in Motheo District. A cohort of 30 learners and 10 educators from secondary schools in Botshabelo, Free State Province participated in the study. The respondents comprised of 10 learners from Grade 10, 10 from grade 11 and 10 learners from Grade 12 as well as ten educators. Learners were between the ages of 15 and 20 years. Between these ages their cognitive development allows them to be more aware of Life Skills as an intervention strategy to combat HIV/AIDS at school. Thus, it was easy for them to verbalise Life Skills as an intervention strategy to fight HIV/AIDS. Due to their ages, their operational thinking allowed them to develop hypotheses about the possible outcomes of problems and to evaluate these outcomes comparatively. Educators were controlled by the level of their education, being respondents with a diploma or university degree. Comparatively learners who are 18 years of age were themselves concerned as they were heads of households. To arrive at the reported findings the study used the qualitative research approach methodology. This qualitative approach enabled the researcher to access information relating to the learners’ and educators' perceptions about HIV/AIDS. A life history approach was adopted in conducting the interviews to obtain a holistic understanding of participants’ life events in relation to their home environment. The interview guide covered such dimensions as family background and schooling. In the interviewing process, the researcher used the techniques of crystallisation and confrontation to enhance the clarity and trustworthiness of the narratives. In cases of ambiguity, the researcher asked the respondents for detailed and concrete examples and, in case of inconsistence, for further clarification and re-interpretation. The interview data were later transcribed for data analysis. The grounded theory approach was adopted to analyse the interview data, through which the categories of learner’s perceived motivations emerged naturally from their narratives. The evolving process comprised the following steps: (1) careful and repeated reading of transcriptions; (2) open content coding to signify any units of meaningful narratives in the passages. Ethical approval to conduct the study was sought and obtained from participating respondents and institutions. The results showed that most learners in the sample are orphans as result of AIDS and that many households are now headed by teenagers who have had to take on parental responsibilities. The results showed that Life Skills reduce teenage pregnancy and absenteeism at school. According to the results, life skills changed the behaviour of the learners and their attitude towards HIV/AIDS and therefore, learners should be educated about HIV/AIDS, teenage pregnancy and its prevention, as a strategy to reduce HIV/AIDS in schools. Life Skills is fundamental in empowering learners to live meaningful lives in a society that demands rapid transformation that enhances the community. The pandemic undermines the efforts of poverty reduction, part of the manifesto of the African National Congress (ANC) led Government; which aims at improving economic growth. In addition, the study revealed that learners feel free to talk to one another and that coaching by a Life Skills educator, assists in ensuring that HIV/AIDS-related topics are discussed with ease. The results showed that most learners agree that Life skills empower them with a sound and helpful background to prevent HIV/AIDS. Furthermore, learners admitted that the Life Skills programme effectively empowered them with the necessary knowledge to make informed decisions regarding sexuality. From the study a few valuable lessons were learned by the learners’ as an awareness of the pandemic and its consequences for their lives.

Thesis (M. Tech.) -- Central University of Technology, Free State, 2009