The purpose of this study is to study how social workers experience their work with the children's perspective within financial assistance. A qualitative methodological approach has been applied with the aim of collecting empirical data through semi-structured interviews with four social workes in financial assistance. The data collection has in turn been analyzed based on previous research on the subject and Michael Lipsky's theory of street-level bureaucrats and their discretion. The study gives an indication that social workers see the importance of, and have the will to apply a child perspective in their work, but the conditions are not optimal. The results of the study show that factors such as high workload in the form of lack of time, high number of cases and unclear guidelines are the main limitations in the application of the child perspective and thus in the assessments of the best interests of the child.

No description available.

Children whose families live in economic hardship tend not to participate in social activitiesthat involve money. Economically disadvantaged children are described as those who, due toinsufficient financial resources, have difficulty living a life similar to other children in thesame community. Social workers are legally obligated to specifically consider the bestinterests of the child in measures concerning children and to use both the Social Services Actand the Convention on the Rights of the Child in their decisions. Thus, a social worker isobliged to consider the child's rights, the child's perspective, and the child's best interests intheir work. The purpose of this study is to investigate how social workers in financial aid usetheir discretion to protect children's rights in accordance with the four core principles of theConvention on the Rights of the Child. The study employs a qualitative method withsemi-structured interviews to obtain the perceptions of two different professional groups onwhether social workers in financial aid are considered to uphold the four core principles ofthe Convention on the Rights of the Child and whether they believe that social workers usetheir discretion sufficiently to consider children's rights. The collected empirical material wasthen analyzed in various themes connected with previous research and Lipsky's theories ondiscretion and street-level bureaucracy. Research indicates that social workers in financial aidfail to use their discretion to protect the child's rights and to uphold the four core principles ofthe Convention on the Rights of the Child. The study revealed results indicating that socialworkers' decisions regarding children can be influenced by the organization's management, asenior social worker, lack of knowledge, ambiguities in guidelines within the organization,and the absence of child participation in decisions affecting them. Furthermore, it was foundthat social workers' individualized assessments and priorities were crucial in how they choseto use their own discretion. With more opportunities for education on the child's perspectiveand child rights and a developing practice on how children's rights should be considered andapplied in financial aid work, social workers can help prevent more children from becomingvulnerable and experiencing the consequences of such vulnerability. / Barn vars familjer lever i ekonomisk utsatthet tenderar att inte delta i sociala aktiviteter sominkluderar pengar. Ekonomiskt utsatta barn beskrivs vara barn med anledning av otillräckligaekonomiska resurser och har därmed svårigheter med att leva ett likadant liv likt andra barnsom lever i samma samhälle. Socialsekreterare har en skyldighet enligt lag att särskilt beaktabarnets bästa vid åtgärder som rör barn och använda sig av både socialtjänstlagen ochbarnkonventionen vid beslut. En socialsekreterare har därmed skyldighet att beakta barnetsrättigheter, beakta barnperspektivet samt barnets bästa i arbetet. Studiens syfte är attundersöka hur socialsekreterare inom ekonomiskt bistånd använder sitt handlingsutrymme föratt tillvara barnens rättigheter i enlighet med Barnkonventionens fyra grundprinciper. Studienanvänder sig av en kvalitativ metod med semistrukturerade intervjuer för att få de två olikayrkesgruppers uppfattningar om socialsekreterare inom ekonomiskt bistånd anses leva upp tillbarnkonventionens fyra grundprinciper samt om de anser att socialsekreterare använder sitthandlingsutrymme tillräckligt för att ta hänsyn till barnens rättigheter. Det insamladeempiriska materialet analyserades sedan i olika teman som anknöts med tidigare forskningoch Lipskys teorier om handlingsutrymme och teori om gräsrotsbyråkrater. Undersökningarpekar på att socialsekreterare inom ekonomiskt bistånd brister i sitt arbete att använda sitthandlingsutrymme för att tillvarata barnets rättigheter samt leva upp till barnkonventionensfyra grundprinciper. Studien fick fram ett resultat som pekade på att socialsekreterarensbeslut rörande barn kan påverkas av organisationens ledning, en förste socialsekreterare,kunskapsbrist, otydligheter i riktlinjer i verksamheten samt inte har barn delaktiga i beslutsom rör dem. Det framkom dessutom att socialsekreterarnas individanpassade prövningar ochprioriteringar var avgörande för hur de väljer att använda sig av sitt handlingsutrymme. Medfler möjligheter till utbildning inom barnperspektivet och barnets rättigheter och enutvecklande verksamhet om hur barns rättigheter ska beaktas och tillämpas i arbetet inomekonomiskt bistånd kan socialsekreterare bidra till att hindra flera barn att bli utsatta och attuppleva konsekvenserna av vad utsattheten för med sig.

In developing countries like Ethiopia rural-urban migration affects development in both urban and rural areas. As such, this study aims at establishing the major causes and consequences of the movement of people from rural to urban areas. To achieve the objective 500 migrant household heads were selected randomly from three kebeles of the town. Both primary and secondary data were employed and were analyzed both qualitatively and quantitatively. The study revealed that migrants came to Woldiya in search of employment and to utilize urban services and education. Hence, the out flow of economically active people from the rural agricultural sector has a negative effect on production in the areas of origin and the receiving area now experiences problems such as a shortage of housing, unemployment, increasing cost of living, lack of access to social services, Therefore, to mitigate the problem of rural-urban migration is launching of integrated rural development policy / Geography / M.A. (Geography)

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The Western Cape Education Department (WCED) put many interventions in place to provide quality education to all schools, but barriers still remained in low-income communities. Most barriers developed due to inadequate resources such as: poor teacher training, lack of community involvement, lack of transportation, poor service delivery and sustainability within the community. Numerous communities suffered discrimination in the form of unjust distribution of social benefits and resources. The Curriculum and Assessment Policy Statement (CAPS), however, expects all learners to follow the same curriculum and achieve the same type of quality education. This is impossible when schools have inadequate resources. The aim of the research was therefore to explore how teachers understood the concept of quality education through their lived experiences at a low-income school. This exploration took into account what teachers viewed as contributing to or hindering a quality education, both at personal and interpersonal levels in the school. It also considered how the school system, the WCED and the social environment contributed to positive or negative outcomes regarding quality. This was important as teachers were seen as the key agents towards change in quality education. Social constructionism and a social justice approach provided the foundation of this research and enabled the voices of previously disadvantaged communities to be heard. In keeping with the theoretical frameworks of the study, a qualitative, interpretivist research approach was used. Participants were selected through purposive sampling and focus group discussions as well as individual interviews were used to generate data. Digital audio recordings were made of the group and individual sessions, which were then transcribed. The data collected in this study were analysed through thematic analysis. The research findings indicated that teachers experienced numerous barriers with regards to contextual factors and unjust distribution of resources. Furthermore, teachers reflected that with good pedagogy they were able to maintain quality education, by teaching a curriculum that was relevant to the context of the learner, even when resources were limited. This process was very time-consuming and not cost-effective. However, even though teachers were able to recognise the barriers present in their school they insisted that there were many positive aspects to working in a low-income school. These findings led to recommendations that were centred largely on meeting some of the support needs of teachers in low-income communities. / AFRIKAANSE OPSOMMING: Die Wes-Kaapse Onderwysdepartement (WKOD) het baie intervensies in plek gestel om gehalte-onderrig te verskaf aan alle skole, maar baie hindernisse was steeds teenwoordig in lae-inkomste gemeenskappe. Baie van die hindernisse het ontstaan as gevolg van onvoldoende hulpbronne soos: swak onderwysopleiding, gebrekkige gemeenskapsbetrokkenheid, onvoldoende vervoer, swak dienslewering en volhoubaarheid in die gemeenskap. Daar was teen talle gemeenskappe gediskrimineer in terme van ongelyke verspreiding van sosiale voordele en hulpbronne. Die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) verwag egter dat alle leerders dieselfde kurrikulum volg en dieselfde tipe gehalte-onderrig behaal. Dit is onmoontlik om te bereik indien skole onvoldoende hulpbronne het. Die doel van die navorsing was dus om onderwysers se konsep van gehalte-onderrig te verstaan deur hulle beleefde ervaring in ʼn lae-inkomste skool te ondersoek. Die ondersoek het in ag geneem wat onderwysers beskou het as ʼn bydrae of ʼn hindernis tot gehalte-onderrig, op sowel persoonlike as interpersoonlike vlak in die skool. Daar is ook gelet op watter positiewe of negatiewe invloede die skoolsisteem, die WKOD en die sosiale omgewing op gehalte-onderrig het. Dit word as belangrik geag omdat onderwysers gesien word as die belangrikste agente vir verandering in gehalte-onderwys. Sosiale konstruksionisme en ʼn sosiale geregtigheidsbenadering is die grondslag van hierdie navorsing en stel die stemme van voorheen benadeelde gemeenskappe in staat om gehoor te word. In ooreenstemming met die teoretiese raamwerke van die studie is ʼn kwalitatiewe, interpretivistiese navorsingsbenadering gebruik. Die deelnemers is deur middel van doelgerigte steekproeftrekking geselekteer en fokusgroepbesprekings en individuele onderhoude is gebruik om data te genereer. Digitale klankopnames is gemaak van die groep- en individuele sessies, wat toe getranskribeer is. Die data wat in hierdie studie ingesamel is, is ontleed deur middel van tematiese analise. Die navorsing het aangedui dat onderwysers talle struikelblokke ondervind het met betrekking tot kontekstuele faktore en onregverdige verspreiding van hulpbronne. Verder het onderwysers weerspieël dat hulle met goeie pedagogie in staat was om gehalte-onderwys te beoefen deur die kurrikulum binne die konteks van die leerder te onderrig, selfs wanneer hulpbronne beperk was. Hierdie proses het egter baie tyd in beslag geneem en was nie koste-effektief nie. Selfs al was onderwysers in staat om die struikelblokke in hul skool te herken, het hulle steeds die positiewe aspekte van werk in ʼn lae-inkomste skool uitgelig. Hierdie bevindinge het gelei tot aanbevelings wat grootliks handel oor ondersteuning van die onderwysers in lae-inkomste gemeenskappe deur vervulling van hulle behoeftes.

本研究之研究目的為以「經濟弱勢兒童」為對象、「學校生活經驗」為範疇，試圖「由兒童個體本身」出發，探究經濟弱勢兒童的學校生活經驗（對學校的態度、人際適應、學習適應、常規適應及自我概念情形），期能穿透經驗地了解經濟弱勢兒童的想法與感受，由其立場、角度體察其在教育歷程中的需要，以提供教育工作者及福利政策實務更多來自經濟弱勢兒童本身的觀點。 本研究採「質性研究方法」與「個案研究方法」，以參與觀察為主，訪談與實物蒐集為輔，蒐集一位來自經濟弱勢家庭的國小高年級兒童的學校生活經驗相關資料。分析後依序呈現其在學校生活經驗的諸多面向—對學校的態度、人際適應、學業適應、常規適應及自我概念情形。 來自經濟弱勢家庭的故事主角，透過各種生理、行為及心理上的表現，表達對學校內畏懼事務的無力與恐懼，形成對學校「懼學、拒學」的態度。而長期遲到及未能持續上學，不只影響了她的學習表現，更使其從班級活動中漸漸被排除，尤其當老師視其為特殊分子而以標準外的態度相待，即使是出自善意，卻使弱勢者的處境更形孤立，同儕對其弱勢身分的烙印更加強烈，班級裡的「社會排除」使其由主流分離，面臨了更加邊緣的弱勢處境。然而，老師的愛心關懷、善意協助卻無助改善其學校生活，中產階級與經濟弱勢階級的價值差異及未經理解的企圖改變，致使師生間未能產生實質交流，本故事的主角依然朝氣蓬勃地拒絕上學。而逃避上學的結果則使其在學習上不得輪迴的永處失敗區，儘管在看似絕望的學習態度下，偶仍有學習動機，但面對強大、難以招架的習得無助感，幾乎使她喪失信心，失去勇氣，形成對上學無助又無奈的態度。在常規適應上，安份守己、「不會惹事」是她最引以為豪的事，然而所謂的安份守己、「盡量」不惹事卻也隱含了對同學欺侮和輕蔑態度的忍耐壓抑，及對學校或老師能主持正義或終止欺凌失去信心。此外，長期處於孤單、被排除及習得無助感的打擊，面對學校生活，她也出現抑鬱、自我貶抑的情況。 最後，除了對研究初衷的反省與思考，亦分別對教育實務與後續研究提出若干建議。在教育實務上，除設置「學校社會工作師」協助家庭、教師和學校整合地處理弱勢兒童問題外，亦可減輕教師教學事務負擔，以增進班級導師和經濟弱勢學生的互動品質，而教師亦應試以「轉化型知識份子」的角色，協助經濟弱勢兒童自我增能，並思考如何突破種種結構體制上的限制，創造一個可協助弱勢者「增能」的學習體制。在後續研究上，建議未來相關研究，可在理解之虞，更進一步探究學校場域中，教師和經濟弱勢兒童的師生關係、互動歷程及在互動歷程中如何協助其增能的可行策略，並對經濟弱勢兒童的街頭世界進行認識與理解。 / The purpose of this study is to explore the school experience (including attitude toward school, interpersonal adaptation, academic adaptation, regulation adaptation, and self-concept) of an economically disadvantaged child who is a high-grade elementary school student from a low-income family. Educators and welfare policy makers can refer to this study to better understand the outlook and feelings of children from similar backgrounds. This is a qualitative case study that uses participant observation as the main source of data, complemented by interviews and document analysis. After collecting the relevant information on this economically disadvantaged child, her school experience is presented in accordance with her attitude toward school, interpersonal adaptation, academic adaptation, regulation adaptation and self-concept. The character of this story expresses her powerlessness and fear in school physically, behaviorally and psychologically, and exhibits fear and unwillingness with respect to her studies. She is often tardy and is unable to attend school regularly. This not only affects her academic performance, but also results in that she is tending to be excluded from class activities by classmates, especially when the teacher gives her special treatment. By treating her differently, even if out of goodwill, the teacher is making her situation worse in that her classmates increasingly identify her as belonging to a “minority group”. In a sense, exclusion in the classroom is no different from social exclusion. Though teachers are willing to help, there is still no improvement in her school life. It seems that value differences between the middle class and the economically disadvantaged, as well as attempts to bring about change without fully understanding the circumstances in a student’s life, are not conducive to effective teacher-student communication. She is energetic, yet resists going to school and shows a poor academic performance. Even though she occasionally exhibits motivation for learning, the sense of helplessness she brings from home robs her of confidence in her schooling. In regulation adaptation, she takes pride in abiding by school rules and staying out of trouble. However, this implies that she might be enduring bullying from her classmates and that she lacks confidence in the ability of her teachers and her school to prevent it. Due to the resulting sense of isolation and helplessness, she exhibits depression and self-deprecation in her school life. In addition to a discussion on the original intent of this study, recommendations for educators and for future studies are also offered. In education practice, school social workers can help families, teachers and schools to collectively address the problems that disadvantaged children face. At the same time, we should lighten the burden on teachers and improve relationships between teachers and economically disadvantaged students. Furthermore, teachers should try to be “transformative intellectuals” who can empower these children, by considering methods that can surpass the limitations of contemporary institutions. In future studies, researchers may explore teacher-student relationships, interactive processes between teachers and economically disadvantaged children, as well as feasible strategies that can empower economically disadvantaged children. Another topic for future studies would also be to understand the street life of economically disadvantaged children.

The sharp increase in the number of older persons (60 years and older) is a distinctive demographic feature of the 20th century. Ageing populations and the unique challenges they pose have obliged countries worldwide to reflect on the problems relating to older persons. In 2002 the United Nations convened the Second World Assembly on Ageing at which the Madrid International Plan of Action on Ageing (MIPAA) was drafted and adopted. This plan sought to meet the challenges associated with ageing populations. In South Africa the elderly population is also increasing dramatically. The fact that older persons are starting to constitute a proportionally larger segment of the total population while they are, at the same time, amongst the poorest people in the country and dependent on others for support and care holds serious implications for South Africa. In post–apartheid South Africa (after 1994) residential care facilities were opened to all South Africans regardless of race or colour. Apart from dealing with diversity, residential care facilities have to manage the long–term care needs of older persons and their lack of the financial or human resources to sustain themselves. Against this background the South African government promulgated legislation in line with the recommendations of the MIPAA. The legislation seeks to lighten the burden placed on residential care facilities while, at the same time, emphasising the importance of enhancing the well–being of older persons. Despite the legislation and the policy frameworks, the circumstances in most residential care facilities in South Africa are challenging and call for action and psychosocial interventions. Given that racial segregation still exists in residential care facilities and the importance of the relational well–being of older persons, it was decided to explore the sense of community of older persons in South Africa who reside in a diverse and economically challenged residential care facility. A purposive sample was drawn of the male and female, and black and white older persons living in the facility. The study used the Mmogo–methodTM, interviews, focus groups, observations and reflective notes to collect qualitative data from the research participants. A possible limitation of the study is that some participants – being older persons – might experience some degree of being cognitively challenged or might struggle to express themselves. To counter this limitation and to ensure the trustworthiness of the findings, a variety of data collection methods were used in order to be able to cross–check the information gathered. Apart from this, specific data collection methods were used that make provision for cognitively challenged older persons. As the study involved older persons as a vulnerable group, special attention was paid to ethical considerations. Ethical approval was granted by the Ethics Committee of the North–West University, Potchefstroom Campus, as part of a larger project, being: “An exploration of enabling contexts (05K14).” The main finding of the study is the low sense of community that the older persons in this particular residential care facility experience. This is supplemented by two themes that emerged throughout the study, being the lack of social interaction between the residents and the residents' need to have a sense of purpose. The occurrence of these two themes is supported by findings in community psychology and sense of community theories, and some of the findings of the study are consistent with findings reported in the literature. The study concludes with recommendations on how the residents' sense of community could be enhanced. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.

The sharp increase in the number of older persons (60 years and older) is a distinctive demographic feature of the 20th century. Ageing populations and the unique challenges they pose have obliged countries worldwide to reflect on the problems relating to older persons. In 2002 the United Nations convened the Second World Assembly on Ageing at which the Madrid International Plan of Action on Ageing (MIPAA) was drafted and adopted. This plan sought to meet the challenges associated with ageing populations. In South Africa the elderly population is also increasing dramatically. The fact that older persons are starting to constitute a proportionally larger segment of the total population while they are, at the same time, amongst the poorest people in the country and dependent on others for support and care holds serious implications for South Africa. In post–apartheid South Africa (after 1994) residential care facilities were opened to all South Africans regardless of race or colour. Apart from dealing with diversity, residential care facilities have to manage the long–term care needs of older persons and their lack of the financial or human resources to sustain themselves. Against this background the South African government promulgated legislation in line with the recommendations of the MIPAA. The legislation seeks to lighten the burden placed on residential care facilities while, at the same time, emphasising the importance of enhancing the well–being of older persons. Despite the legislation and the policy frameworks, the circumstances in most residential care facilities in South Africa are challenging and call for action and psychosocial interventions. Given that racial segregation still exists in residential care facilities and the importance of the relational well–being of older persons, it was decided to explore the sense of community of older persons in South Africa who reside in a diverse and economically challenged residential care facility. A purposive sample was drawn of the male and female, and black and white older persons living in the facility. The study used the Mmogo–methodTM, interviews, focus groups, observations and reflective notes to collect qualitative data from the research participants. A possible limitation of the study is that some participants – being older persons – might experience some degree of being cognitively challenged or might struggle to express themselves. To counter this limitation and to ensure the trustworthiness of the findings, a variety of data collection methods were used in order to be able to cross–check the information gathered. Apart from this, specific data collection methods were used that make provision for cognitively challenged older persons. As the study involved older persons as a vulnerable group, special attention was paid to ethical considerations. Ethical approval was granted by the Ethics Committee of the North–West University, Potchefstroom Campus, as part of a larger project, being: “An exploration of enabling contexts (05K14).” The main finding of the study is the low sense of community that the older persons in this particular residential care facility experience. This is supplemented by two themes that emerged throughout the study, being the lack of social interaction between the residents and the residents' need to have a sense of purpose. The occurrence of these two themes is supported by findings in community psychology and sense of community theories, and some of the findings of the study are consistent with findings reported in the literature. The study concludes with recommendations on how the residents' sense of community could be enhanced. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.

In developing countries like Ethiopia rural-urban migration affects development in both urban and rural areas. As such, this study aims at establishing the major causes and consequences of the movement of people from rural to urban areas. To achieve the objective 500 migrant household heads were selected randomly from three kebeles of the town. Both primary and secondary data were employed and were analyzed both qualitatively and quantitatively. The study revealed that migrants came to Woldiya in search of employment and to utilize urban services and education. Hence, the out flow of economically active people from the rural agricultural sector has a negative effect on production in the areas of origin and the receiving area now experiences problems such as a shortage of housing, unemployment, increasing cost of living, lack of access to social services, Therefore, to mitigate the problem of rural-urban migration is launching of integrated rural development policy / Geography / M.A. (Geography)

To be creative or innovative is a highly praised trait within the labor market of today. Though it has often been seen as a talent only granted to a chosen few, most evidence imply that it is something that we all possess and can develop. Creativity within education also appears to have positive impacts on school-results, attendance and confidence among students. Yet creativity has a low status within the current education system, making the opportunities to develop our creative ability insufficient.  Architectural projects and development strategies focused around creativity have occurred frequently on the agenda since the release of Richard Floridas book “The Rise of the Creative Class” in 2002. An increase of creative activity has been linked to growth but lately also to gentrification, as if this was an inevitable result. The focus has been on economic growth and increased tourism, instead of what creativity can bring to the individual and the community.  This thesis aims to answer two main questions: First, how can creative places benefit the schools and communities in socio-economically challenged areas? Second, how can these creative places best be designed to achieve these benefits? Creative places refer in this thesis to public spaces that encourages creativity, which can be places for creative production but also places for experiencing creative works of others. The aim is also to implement the learnings into a design proposal, where the area Vivalla in Örebro is chosen as the site for implementation. In order to answer the first question, the paper examines the existing conditions of vulnerable areas in Sweden and some of the available research on creativity in relation to education. To gain knowledge about design aspects four existing projects that aims to be places for creativity are analyzed. The local conditions of Vivalla are mainly researched through qualitative methods of observation, interviews and a workshop with students from the local school. Finally, the ideas and findings are implemented into a design-proposal, which is a vision for a new creative platform. Rather than a finished project, the proposal should be seen as a vision showing the potentials of the site that can be used as a basis for discussion with the local actors, This paper provides some useful arguments to why creative places in socio-economically challenged areas are worth investing in and highlights the importance of an inclusive development process. Finally, it also provides a diverse view of one of Sweden’s most segregated areas.