This dissertation focuses on the relationship between accessibility to job opportunities, travel mode choices and employment outcomes of the disadvantaged. In past research examining the impact of accessibility on employment outcomes of the underprivileged, it has been an implicit assumption that a poor individual's employment status is directly connected to accessibility to transport modes and job opportunities. This dissertation challenges such a fundamental assumption and argues that due to unique travel needs of the poor, a high level of access to transportation means or job accessibility provided by a given travel mode does not automatically determine the choice of that particular travel mode. What is missing in the existing literature is examination of how accessibility affects travel mode choices for low-income individuals, and how travel mode preferences subsequently influence their employment outcomes. The objective of this dissertation is to shed new light on current understanding of the relationship between transportation and employment of the disadvantaged. The study focuses on explaining what factors influence low-income individuals in their choice of a transportation mode, and more importantly, how modal preferences, along with job accessibility, affect employment of the poor. Household travel survey data from the San Francisco Bay Area and the Atlanta Metropolitan Region were used to examine this interrelationship. The research findings show that higher modal and job accessibility do not always determine the choice of a particular travel mode, defying the assumption of the previous studies. What is important for enhancing one's employment is whether or not a low-income person has regular access to cars and an individual circumstance allows the poor to utilize existing automobiles rather than the efficiency of highway network. In terms of public transportation, higher job accessibility by transit network is associated with better employment outcomes for transit users. Nonetheless, when transit riders had to access transit systems by walking, job accessibility did not have meaningful impact on employment. It is important to note that the impact that job accessibility by transit has on employment is found only in a transit-friendly Bay Area. Policy implication from this dissertation is discussed. / text

This study is an exploration of the possibility of pedagogical partnership between low socioeconomic public high school principals and their classroom teachers for the purpose of advancing critical thinking skills and critical consciousness development in their students. This study will explore the viability of these partnerships through the perspectives of associate superintendents, principals, and teachers. The exploration will seek to determine the participants’ willingness to partner pedagogically, their readiness to advance critical thinking and critical consciousness development in their students, and their perception of district and state policies that might help or stand in the way of such development. / text

<p>This study, located within the systems theory framework, recognises that resilience is multidimensional and multi determined and can be understood as the product of connections with, and between multiple systemic levels over time, and further understands that risks factors are seen as influences that occur at the individual, family, community and societal level. The quantitative study used a secondary analysis survey of data and utilised a sample of 281 students from UWC - 90 male and 190 female. In drawing from the literature the study examined the relationship between gender, Socioeconomic status (SES) and exposure to violence and resilience. Results of the factorial MANOVA indicate a statistically significant association between low SES and exposure to violence (p &lt / 0.05 = 0.036). There were no statistically significant results for the associations between gender and exposure to violence and resilience, as well as the association between SES and resilience. These results were contrary to what was predicted. The results of the present study suggest that in the South African context, both males and females have managed to find ways of coping when faced with adversity as well as being able to draw from their protective influences. It is also possible that the selected variables (gender and SES) may only be significant in relation to other variables. The limitations of the study were also discussed, and recommendations for future research were put forward.</p>

<p>When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates.</p>

To belong somewhere is a basic human need. It is necessary for the psychological well-being of children to feel that they belong to a family, group and community and that they are loved and appreciated for who they are. A lack of a sense of belonging may cause children to find acceptance and belonging in destructive behaviour or groups. Children from fractured families who live in disadvantaged communities face more challenges than children who have easy access to education, health services and emotional support systems. Caregivers in these circumstances have a daily battle to survive and to keep their children safe. They do not always have the necessary knowledge to be aware of the children’s emotional needs, or the ability and means to fulfil in these needs. Social workers who render services to these families do not always have the time or aids to assist the children to enhance their sense of belonging or to enable the caregivers to strengthen the bond between them and the children. The overall goal of this study was to determine how bibliotherapeutic techniques can be utilised by caregivers and social workers to enhance a sense of belonging in children in their middle childhood years from fractured families in disadvantaged communities. In order to reach this goal, the way in which children from fractured families in disadvantaged communities experienced their sense of belonging was explored, as well as how the children, their caregivers and social workers perceived the social capital in the community. The content of a strategy that focuses on the uses of bibliotherapeutic techniques for children in fractured families from disadvantaged communities in order to enhance their sense of belonging was also determined, as well as ways in which such a strategy could be implemented by the social workers and the caregivers. The research findings suggested that children did not always have a sense of belonging with their primary caregivers and that the caregivers were unaware of the emotional needs of the children. The children expressed a need for playful interactions, nurturing and to listen to stories with their caregivers. Due to the caregivers’ lack of insight in the emotional needs of the children and illiteracy in some cases, a training programme that focussed on the importance of a sense of belonging and practical ways in which they can interact with the children to strengthen the emotional bond between them, was created and tested. The caregivers and children were able to identify schools, neighbours and churches as potential social capital in the community. Ways in which the social capital in the community could be utilised were suggested. Bibliotherapeutic techniques for the use of social workers to enhance a sense of belonging in the children were compiled and then tested by social workers. Both the training program and the bibliotherapeutic techniques proved to be useful and effective and will be disseminated for the use of social workers in their services with children and caregivers in disadvantaged communities. / Thesis (PhD (Social Work))--North-West University, Potchefstroom Campus, 2013.

Poverty is a big problem and has a huge impact on South Africa. The problem of poverty is multi-dimensional and has many facets and levels. One of the strategies used to alleviate poverty is through income-generating community projects. This study focuses on the Holding Hands income-generating community projects in the North-West Province. Sustainability indicators have previously been developed for these projects. The aim of this study was the evaluation of the sustainability indicators used in the projects. The evaluation focused on a quantitative analysis of the new and previously identified sustainability indicators. The entire population was included in the study. The research instrument consisted of a semi-structured quantitative questionnaire that had been specifically designed for this study. The frequency distribution provided the researcher with a profile of a typical member of the Holding Hands community projects, a definition of sustainability for these projects and a ranking of the importance of the different sustainability indicators in the Holding Hands projects. Tests for correlation were conducted among the variables age and level of education and the definitions of sustainability, as well as the sustainability indicators. T-Tests were conducted to evaluate if the different geographical areas answered the questions differently. The open-ended questions provided insight into the views of the participants on the sustainability of the projects. The results of the evaluation process indicated that the top five sustainability indicators in the project now focus on the evaluation and development of human capital in the projects. The results of the evaluation process differ substantially from the previously developed sustainability indicators and this suggests progress towards the sustainability of the projects. The results of the evaluation process would be used to plan and develop future interventions in the Holding Hands income-generating projects. The limitations of the study included the lack of research on the topic, as well as the language and literacy barriers in the data collection process. This study contributes to the relief of poverty in South Africa through research on the sustainability of income-generating community projects. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013.

To belong somewhere is a basic human need. It is necessary for the psychological well-being of children to feel that they belong to a family, group and community and that they are loved and appreciated for who they are. A lack of a sense of belonging may cause children to find acceptance and belonging in destructive behaviour or groups. Children from fractured families who live in disadvantaged communities face more challenges than children who have easy access to education, health services and emotional support systems. Caregivers in these circumstances have a daily battle to survive and to keep their children safe. They do not always have the necessary knowledge to be aware of the children’s emotional needs, or the ability and means to fulfil in these needs. Social workers who render services to these families do not always have the time or aids to assist the children to enhance their sense of belonging or to enable the caregivers to strengthen the bond between them and the children. The overall goal of this study was to determine how bibliotherapeutic techniques can be utilised by caregivers and social workers to enhance a sense of belonging in children in their middle childhood years from fractured families in disadvantaged communities. In order to reach this goal, the way in which children from fractured families in disadvantaged communities experienced their sense of belonging was explored, as well as how the children, their caregivers and social workers perceived the social capital in the community. The content of a strategy that focuses on the uses of bibliotherapeutic techniques for children in fractured families from disadvantaged communities in order to enhance their sense of belonging was also determined, as well as ways in which such a strategy could be implemented by the social workers and the caregivers. The research findings suggested that children did not always have a sense of belonging with their primary caregivers and that the caregivers were unaware of the emotional needs of the children. The children expressed a need for playful interactions, nurturing and to listen to stories with their caregivers. Due to the caregivers’ lack of insight in the emotional needs of the children and illiteracy in some cases, a training programme that focussed on the importance of a sense of belonging and practical ways in which they can interact with the children to strengthen the emotional bond between them, was created and tested. The caregivers and children were able to identify schools, neighbours and churches as potential social capital in the community. Ways in which the social capital in the community could be utilised were suggested. Bibliotherapeutic techniques for the use of social workers to enhance a sense of belonging in the children were compiled and then tested by social workers. Both the training program and the bibliotherapeutic techniques proved to be useful and effective and will be disseminated for the use of social workers in their services with children and caregivers in disadvantaged communities. / Thesis (PhD (Social Work))--North-West University, Potchefstroom Campus, 2013.

Poverty is a big problem and has a huge impact on South Africa. The problem of poverty is multi-dimensional and has many facets and levels. One of the strategies used to alleviate poverty is through income-generating community projects. This study focuses on the Holding Hands income-generating community projects in the North-West Province. Sustainability indicators have previously been developed for these projects. The aim of this study was the evaluation of the sustainability indicators used in the projects. The evaluation focused on a quantitative analysis of the new and previously identified sustainability indicators. The entire population was included in the study. The research instrument consisted of a semi-structured quantitative questionnaire that had been specifically designed for this study. The frequency distribution provided the researcher with a profile of a typical member of the Holding Hands community projects, a definition of sustainability for these projects and a ranking of the importance of the different sustainability indicators in the Holding Hands projects. Tests for correlation were conducted among the variables age and level of education and the definitions of sustainability, as well as the sustainability indicators. T-Tests were conducted to evaluate if the different geographical areas answered the questions differently. The open-ended questions provided insight into the views of the participants on the sustainability of the projects. The results of the evaluation process indicated that the top five sustainability indicators in the project now focus on the evaluation and development of human capital in the projects. The results of the evaluation process differ substantially from the previously developed sustainability indicators and this suggests progress towards the sustainability of the projects. The results of the evaluation process would be used to plan and develop future interventions in the Holding Hands income-generating projects. The limitations of the study included the lack of research on the topic, as well as the language and literacy barriers in the data collection process. This study contributes to the relief of poverty in South Africa through research on the sustainability of income-generating community projects. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013.

The overall aim of this research was to enhance the understanding of what affects the social impact of ICT in lifelong learning on disadvantaged women. In contributing to the field of social informatics, this research employs behavioural theories as strategy and analytic possibilities. This research mainly used the Kenyan digital villages as CRCs as settings but did also look beyond such establishments to provide a more solid picture. The studies were located in Kenya with complementary studies in Bolivia, Cameroon, Sri Lanka, and Sweden. The main strategies and methods used were case study, comparative education approaches, and observations and interviewing techniques. The findings suggest that ICT and CRCs have the potential to support disadvantaged women and their lifelong learning. However, the positive social impacts are limited because the arrangement of them generally does not favour vernacular languages, illiterate users, female owners and users, or non-students. In general, the use of ICT was sometimes perceived as forced, which is both a barrier and a stressor in the use of ICT in lifelong learning. It also emerged from the comparative studies that discussions among the participants in the CRCs largely covered issues in respect to 1) family and reproduction and 2) self-esteem, i.e. what settles the matter of the social impact of ICT in lifelong learning depends on change attitude among men and women. With minimal if not zero self-esteem a change that would make the difference or break a woman’s “legendary status quo” in order for a woman to feel that she can reach her goal or ambitions in lifelong learning would be difficult. Hence the lack of self-esteem is a stressor in itself. This research is valuable for stakeholders delving into issues of development and learning using ICTs, not only in Kenya but in a broader, global perspective. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.</p>

The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.