This study begins with the question: "Is there a place for a Christian ethical code of conduct in the diverse and complex business world of today?" In chapter 2 I explain the context wherein one should understand this question. If you look at the history of South Africa you will see that there was discrimination that took place over a long period of time on the basis of race, religion and gender and that makes this issue a very sensitive one. The reason why it is so sensitive is if there were to be a Christian ethical code of conduct in the workplace could it lead to discrimination again? That is not allowed to happen under the current Constitution of South Africa. But the other side is also true, if you don?t have a Christian ethical code won?t you loose the beautiful things Scripture gives us on how to treat all people equally and fairly within the workplace? This study will show that according to the Constitution of South Africa it is possible to have a Christian ethical code of conduct as long it does not exclude any employee. In chapter 3 we have a look at Scripture that gives us guidelines on how to treat all people and also people in the workplace. Here are some examples: * the way employees should be handled; * the number of working hours the employees should be working; * the remuneration of the employees – is it fair; * how the Shareholders? / Stakeholders? interests are looked after; * the manner in which the business is being managed; * the Constitutional business environment; * the international law that transcends borders where macrobusinesses do business. In chapter 4 we look at the Christian ethical perspective in the business. We look at the role of the economy and the core values to manage a business. In chapter 5 we end with an example of a workable Christian ethical code of conduct and we compare two large business codes of conduct. / Thesis (Th.M. (Ethics))--North-West University, Potchefstroom Campus, 2011.

This study begins with the question: "Is there a place for a Christian ethical code of conduct in the diverse and complex business world of today?" In chapter 2 I explain the context wherein one should understand this question. If you look at the history of South Africa you will see that there was discrimination that took place over a long period of time on the basis of race, religion and gender and that makes this issue a very sensitive one. The reason why it is so sensitive is if there were to be a Christian ethical code of conduct in the workplace could it lead to discrimination again? That is not allowed to happen under the current Constitution of South Africa. But the other side is also true, if you don?t have a Christian ethical code won?t you loose the beautiful things Scripture gives us on how to treat all people equally and fairly within the workplace? This study will show that according to the Constitution of South Africa it is possible to have a Christian ethical code of conduct as long it does not exclude any employee. In chapter 3 we have a look at Scripture that gives us guidelines on how to treat all people and also people in the workplace. Here are some examples: * the way employees should be handled; * the number of working hours the employees should be working; * the remuneration of the employees – is it fair; * how the Shareholders? / Stakeholders? interests are looked after; * the manner in which the business is being managed; * the Constitutional business environment; * the international law that transcends borders where macrobusinesses do business. In chapter 4 we look at the Christian ethical perspective in the business. We look at the role of the economy and the core values to manage a business. In chapter 5 we end with an example of a workable Christian ethical code of conduct and we compare two large business codes of conduct. / Thesis (Th.M. (Ethics))--North-West University, Potchefstroom Campus, 2011.

Text in Afrikaans / In teenstelling met die buiteland, bestaan daar tans weinig indien enige voltydse gemeenteboukonsultante in Suid- Afrika. Daar bestaan ook weinig indien enige literatuur wat op Suid- Afrikaanse bodem verskyn het wat handel oor die werksaamhede van die gemeenteboukonsultant in die christelike kerk/gemeente. Die gebrek aan 'n voltydse professionele gemeenteboukonsultant word as 'n ernstige leemte beskou in die verskillende fases van gemeentebou. In die studie word literatuur wat handel oor hierdie belangrike onderwerp, asook literatuur vanuit die bestuurswetenskap, teologies en krities bestudeer. 'n Aantal bestaande modelle word uiteengesit en teologies evalueer. Uit hierdie bestudering word op teologies-hermeneutiese wyse 'n voorbeeld-model voorgestel waarvolgens die gemeenteboukonsultant binne die Suid-Afrikaanse konteks die gemeente-analise, gemeenteprofiel en langtermynbeplanning in samewerking met die leiers en lidmate van die kerk/ gemeente kan afhandel. / At present, South Africa, in contrast with countries abroad has a serious disposition regarding the availability of literature dealing with churchgrowth as such. Due to a lack of professional churchgrowth consultants, churchgrowth had been neglected and a gap of deficiency has occured thus hindering the different stages in churchgrowth. This study is an in - depth, theological and critical study of churchgrowth as well as the managerial aspects thereof. Much devotion has been endeavoured upon this thus delivering a model example with which churchgrowth consultants could embark upon congregational analysis and profiling. In colaboration with leaders and members of congregations, long - term planning can be done. All this in a South Africa which had been deprived from this valuable service for so long. / Practical Theology / D. Th. (Practical theology)

Text in Afrikaans, with abstracts in Afrikaans, English and Xhosa / Dissipline in skole en leerders se uitslae het sedert 1994 baie verswak. Aanranding op opvoeders haal daagliks die nuus wat 'n swak beeld van die stand van onderwys in Suid-Afrika die wêreld instuur. Hierdie studie het die rol wat die skoolbestuurspanne kan doen om 'n effektiewe dissiplinebeleid in plek kan stel ten einde die gedrag van die leerders te verbeter, ondersoek. Die studie het bevind dat die skole dissiplinebeleide aangekoop het wat deur 'n eksterne maatskappy saamgestel is. Die opvoeders, ouers en leerders het geen aandeel in hierdie beleid nie en daarom neem hulle nie eienaarskap daarvan nie. Dit het ook aan die lig gekom dat die opvoeders verskillende metodes, sommige selfs onwettig, gebruik om leerders te straf. Hulle fokus op straf in plaas daarvan om die gedrag van die leerders te herstel. Die studie doen aanbevelings oor wat die skoolbestuurspan kan doen en gee riglyne vir die opstel van 'n effektiewe dissiplinebeleid. / The systemic test results shows that since 1994, discipline in schools and amongst learners has drastically deteriorated. Assaults on educators on a daily basis reach the news, which leaves a bad image to the world on the state of education in South Africa. This study investigates the role that school management teams can play to put an effective discipline policy in place to improve the behaviour of learners. The study found that schools have acquired policies on school discipline that were developed by an external company. Educators, learners and parents were not involved in the development thereof and for this reason they do not take ownership of it. It has come to light that educators use different methods, sometimes even unethical and illegal, to discipline learners. They focus on discipline (punitive) instead of trying to correct the behaviour of the learner (remedial). The study gives recommendations on what school management teams can do with guidelines on how to develop an effective discipline policy. / Iziphumo zibonisa ukuba ukususela ngo-1994 ukuqeqeshwa ezikolweni kwaye abafundi baye bahlaselwa kakhulu. Ukuhlaselwa kootitshala kwimihla ngemihla kufikelela kwiindaba ezishiya umfanekiso ombi kwihlabathi kwimfundo eMzantsi Afrika.Olu pho nonongo luphanda iqela lokulawula isikolo lingalidlala ukubeka umgaqo-nkqubo osebenzayo wokuphucula ukuziphatha kwabafundi. Olu pho nonongo luye lwabonisa ukuba izikolo zifumene imigaqo-nkqubo yokuqeqeshwa kwesikolo eyenziwe yinkampani yangaphandle. Ootitshala, abafundi nabazali abazange bathathe inxaxheba ekuphuhlisweni kwayo ngenxa yeso sizathu abakhange bawuthathe ubunini bayo. Kwaye kwacaca ukuba ootitshala basebenzisa iindlela ezihlukeneyo, ngamanye amaxesha nangona zingekho mthethweni, ekuqeqeshweni labafundi. Zijolise ekuqeqesheni (isigwebo) endaweni yokuzama ukulungisa ukuziphatha komfundi (ukulungiswa).Uphononongo unikeza iingcomo malunga naziphi iikomiti zolawulo lwesikolo ezinokukwenza nezikhokelo malunga nokuphuhlisa umgaqo-nkqubo osebenzayo. / Educational Management and Leadership / M. Ed. (Education Management)

Text in Afrikaans / In teenstelling met die buiteland, bestaan daar tans weinig indien enige voltydse gemeenteboukonsultante in Suid- Afrika. Daar bestaan ook weinig indien enige literatuur wat op Suid- Afrikaanse bodem verskyn het wat handel oor die werksaamhede van die gemeenteboukonsultant in die christelike kerk/gemeente. Die gebrek aan 'n voltydse professionele gemeenteboukonsultant word as 'n ernstige leemte beskou in die verskillende fases van gemeentebou. In die studie word literatuur wat handel oor hierdie belangrike onderwerp, asook literatuur vanuit die bestuurswetenskap, teologies en krities bestudeer. 'n Aantal bestaande modelle word uiteengesit en teologies evalueer. Uit hierdie bestudering word op teologies-hermeneutiese wyse 'n voorbeeld-model voorgestel waarvolgens die gemeenteboukonsultant binne die Suid-Afrikaanse konteks die gemeente-analise, gemeenteprofiel en langtermynbeplanning in samewerking met die leiers en lidmate van die kerk/ gemeente kan afhandel. / At present, South Africa, in contrast with countries abroad has a serious disposition regarding the availability of literature dealing with churchgrowth as such. Due to a lack of professional churchgrowth consultants, churchgrowth had been neglected and a gap of deficiency has occured thus hindering the different stages in churchgrowth. This study is an in - depth, theological and critical study of churchgrowth as well as the managerial aspects thereof. Much devotion has been endeavoured upon this thus delivering a model example with which churchgrowth consultants could embark upon congregational analysis and profiling. In colaboration with leaders and members of congregations, long - term planning can be done. All this in a South Africa which had been deprived from this valuable service for so long. / Philosophy, Practical and Systematic Theology / D. Th. (Practical theology)

Afrikaans text / Die afname in dissipline en dissipline handhawing in skole is 'n omvangryke probleem. Die fokus van hierdie studie is om die aard en omvang van dissiplinêre probleme te ondersoek om sodoende riglyne daar te stel om konstruktiewe dissipline in klaskamers te vestig as 'n sleutel taak van die onderwyser. In hierdie studie maak die navorser gebruik van die gekombineerde benaderingsmetode, naamlik die kwalitatiewe-kwantitatiewe navorsingsmetode. Vraelyste (kwantitatief) en onderhoude (kwalitatief) is as data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is, vir die navorsingsprobleem. Die navorsingstudie is gedoen deur 106 onderwysers in die intermediêre- en senior fase van ses laerskole van die Noordweste van Pretoria te betrek. Daar is ook onderhoude gevoer met ses senior onderwysers wat in beheer was van hul skole se dissiplinêre stelsels. Die navorsingstudie het bevind dat onderwysers, leerders en ouers bydraend is tot dissiplinêre probleme in klaskamers. Positiewe strategieë sluit in kommunikasie en toepassing van klasreëls. Uit die bevindinge van die navorsing is daar ongetwyfeld 'n sterk behoefte aan leiding vir onderwysers om dissiplinêre probleme aan te spreek. Onderwysers moet bemagtig word om konstruktiewe dissipline te ontwikkel, te bevorder en te handhaaf. / The decline in discipline and discipline enforcement in schools is a massive problem. The focus of this study is to examine the nature and extent of discipline problems in order to set guidelines to establish constructive discipline in the classroom as a key task of the teacher. In this study, the researcher makes use of the combined approach method, namely the qualitative - quantitative research methodology. Questionnaires (quantitative) and interviews (qualitative) were used as data collection techniques to determine the nature, extent and The research study was conducted by involving 106 teachers in the intermediate and senior phase of six primary schools of the North West of Pretoria. There were also interviews with six senior teachers who were in charge of their schools' disciplinary systems. The research study found that teachers, pupils and parents are contributing factors to discipline problems in classrooms. Positive strategies include communication and application of rules. From the findings of the research there is undoubtedly a strong need for guidance for teachers to address disciplinary problems. Teachers should be empowered to develop positive, promote, and maintain constructive discipline in the classroom. possible solutions of the research problem. / Educational Management and Leadership / M. Ed. (Education Management)

Afrikaans text / Die afname in dissipline en dissipline handhawing in skole is 'n omvangryke probleem. Die fokus van hierdie studie is om die aard en omvang van dissiplinêre probleme te ondersoek om sodoende riglyne daar te stel om konstruktiewe dissipline in klaskamers te vestig as 'n sleutel taak van die onderwyser. In hierdie studie maak die navorser gebruik van die gekombineerde benaderingsmetode, naamlik die kwalitatiewe-kwantitatiewe navorsingsmetode. Vraelyste (kwantitatief) en onderhoude (kwalitatief) is as data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is, vir die navorsingsprobleem. Die navorsingstudie is gedoen deur 106 onderwysers in die intermediêre- en senior fase van ses laerskole van die Noordweste van Pretoria te betrek. Daar is ook onderhoude gevoer met ses senior onderwysers wat in beheer was van hul skole se dissiplinêre stelsels. Die navorsingstudie het bevind dat onderwysers, leerders en ouers bydraend is tot dissiplinêre probleme in klaskamers. Positiewe strategieë sluit in kommunikasie en toepassing van klasreëls. Uit die bevindinge van die navorsing is daar ongetwyfeld 'n sterk behoefte aan leiding vir onderwysers om dissiplinêre probleme aan te spreek. Onderwysers moet bemagtig word om konstruktiewe dissipline te ontwikkel, te bevorder en te handhaaf. / The decline in discipline and discipline enforcement in schools is a massive problem. The focus of this study is to examine the nature and extent of discipline problems in order to set guidelines to establish constructive discipline in the classroom as a key task of the teacher. In this study, the researcher makes use of the combined approach method, namely the qualitative - quantitative research methodology. Questionnaires (quantitative) and interviews (qualitative) were used as data collection techniques to determine the nature, extent and The research study was conducted by involving 106 teachers in the intermediate and senior phase of six primary schools of the North West of Pretoria. There were also interviews with six senior teachers who were in charge of their schools' disciplinary systems. The research study found that teachers, pupils and parents are contributing factors to discipline problems in classrooms. Positive strategies include communication and application of rules. From the findings of the research there is undoubtedly a strong need for guidance for teachers to address disciplinary problems. Teachers should be empowered to develop positive, promote, and maintain constructive discipline in the classroom. possible solutions of the research problem. / Educational Leadership and Management / M. Ed. (Education Management)

The study was limited to three national education policies, which were the teacherlearner ratio policy, teacher workload policy and learner discipline policy. The problem was the learner moral decay, which was conspicuous to the public who saw learners all over the school grounds during contact time, along streets strolling to their schools without showing any remorse long after schools had started at 8h00. Poor academic performance in public secondary schools in the Tshwane South District is a cause for concern, whereby one of the schools in Tshwane South had only 6% of learners passing in 2018 out of 300 in Grade 8, and the rest were progressed. Qualitative methodology was used, and one-on-one interviews were conducted to collect data from the SGBs, SMTs and teachers of five poorly performing schools in the district. The study revealed that the incorrect development and implementation of the new national education policies had a negative impact on learner discipline and academic performance. The classrooms were overcrowded which meant the teacher-learner ratio and teacher workload were high. The learners and the parents were not provided with the Code of Conduct, and some teachers never read the education policies and did not know that the Code of Conduct is an alternative policy to the corporal punishment policy. Consequently, learners who misbehave and are under the leadership of COSAS defy it because they are aware that teachers are ignorant of the correct procedure to enhance the Code of Conduct implementation. This implies that any case against the learners was considered unprocedural and nullified. It became evident that the Department of Basic Education needed to invest even more in education to deal with the issue of overcrowding by deploying more teachers and teacher assistants. The intervention was also necessary to equip stakeholders with skills in the adoption and implementation of national education policies. The intervention should empower the SGBs to develop and adopt the Code of Conduct correctly, teachers to maintain discipline with confidence and effectively to improve academic performance. As well as the powerful tools for planning correctly by the SMT to involve policy authorities for stakeholders’ development. The implementation of the teacher-learner ratio policy, teacher workload policy and learner discipline policies required monitoring, and to be reviewed if necessary, to avoid disparity between policy and practice. / Thuto ye e akareditšwe ka melawana e meraro ya thuto ya naga, lenaneo la ditekanyetšo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti. Thuto ye e dira dinyakišišo mabapi le maitshwaro a go phuhlama a baithuti: barutwana ba ba kantle ga diphapuši tša bona ka nako ya thuto, ebile go nale setlwaedi sa go fihla ka morago ga nako sekolong. Se se hlola dipoelo tša go se kgotsofatše dithutong tše di phagamego seleteng sa borwa bja Tshwane, gomme se ke tlhobaboroko. Mohlala, dikolong tsa borwa bja Tshwane, ke diperesente tše tshela fela tša baithuti ba mphato wa seswai go ba makgolo a mararo bao ba phasitšego ka noši ngwageng wa ketepedi lesome seswai, mola ba bangwe ba fitišitšwe. Thuto ye e šomiša mokgwa wa di nyakišišo wa khwaliteitifi, mme dintlha di kgobokantšwe ka go šomiša molawana wa go botšiša dipotšišo thwii, re lebelelane ka mahlong go dihlopha tša go buša dikolo (SGBs), dihlopha tša taolo ya dikolo (SMTs) le go tšwa go barutiši ba dikolo tše hlano tša go se šome gabotse seleteng seo. Thuto ye e tšweletša gore go hloka tšweletšo ya maleba le tšhomišo mpe ya melawana e meswa ya thuto ya naga e nale khuetšo e mpe taolong ya baithuti le mešomong ya sekolo. Palo e kgolo ya barutwana diphapušing e baka morwalo o boima go barutiši. Baithuti le batswadi ga ba fiwe Melao ya sekolo ya maitswaro, gomme barutiši ba bangwe le bona ga senke ba ipha nako ya go bala melawana ya thuto ebile ga ba tsebe gore melao ya maitšhwaro ke mokgwa o mongwe wa go fapana le kotlo ya go betha. Ka lebaka leo, baithuti bao ba sa itshwarego gabotse ebile ba huetšwa ke COSAS ba nyatša melao ya maitšwaro gobane ba lemogile gore barutiši ba hlokomologile mokgwa wo o nepagetšego wa go matlafatša tšhomišo ya maleba ya melao ye. Se se bolela gore kgafetša kgafetša melato kgahlanong le barutwana e tšewa okare ga se ya maleba ebile e phošagetše. Go molaleng gore Lefapha la Thuto ya motheo le hloka go lokiša taba ya go tlala ga barutwana ka diphapušing ka go thwala barutiši bao ba lekaneng le bathuši ba barutiši. Go tsea karolo go thuša batšeakarolo ka tsebo ya go amogela le go šomisa melawana ya thuto ya naga gwa hlokega. Se se ka matlafatša dihlopha tša go buša dikolo go amogela le go šomiša Melao ya maitswaro ka nepo, ele ge barutiši ba holega ka go netefatša maitshwaro ama botse le go kaonafatša dipoelo tša thuto ya barutwana. Dipoelo di hlagiša gore lenaneo la tekanyo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti di hloka go hlokomelwa le go lekolwa, gomme moo go hlokegago e hlahlobje gore go efošwe thulano magareng ga lenaneo tshepedišo le tiragatšo ya lenaneo leo. / Hierdie ondersoek word beperk tot drie nasionale onderwysbeleide: die beleid op die onderwyser-leerder-verhouding, die beleid op onderwyserwerkslading en die beleid op leerderdissipline. Die navorsing ondersoek wat meestal beskou word as die morele agteruitgang van die leerder: leerders is gedurende kontaktyd buite die klaskamer en daar is gedurige laatkommery. Die kommerwekkende gevolge hiervan is swak akademiese prestasie in openbare sekondêre skole in die TshwaneSuiddistrik. By een skool in Tshwane-Suid het byvoorbeeld slegs 6% uit 300 Graad 8 leerders in 2018 geslaag, terwyl die res oorgeplaas is. Die ondersoek maak gebruik van ’n kwalitatiewe metodologie, en data is ingesamel in een-tot-een onderhoude met lede van die skoolbeheerliggame (SBL’e), skoolbestuurspanne (SBS’e) en onderwysers van vyf swak presterende skole in die distrik. Die navorsing toon dat die onvoldoende ontwikkeling en implementering van nuwe nasionale onderwysbeleid ’n negatiewe uitwerking op leerders se dissipline en akademiese prestasie het. Die hoë onderwyser-leerder-verhouding in oorvol klaskamers het vir onderwysers ’n hoë werkslading tot gevolg. Leerders en ouers word nie van ’n Gedragskode voorsien nie, en sommige onderwysers het nog nooit die onderwysbeleid gelees nie en weet nie dat die Gedragskode ’n alternatief vir die lyfstrafbeleid is nie. Leerders wat hul wangedra en deur COSAS beïnvloed word, minag gevolglik die Gedragskode omdat hulle bewus is dat onderwysers oningelig is oor die juiste prosedure ter bevordering van dié kode. Dit beteken dat sake teen leerders dikwels as prosessueel ongeldig beskou word en nietig verklaar word. Dit is duidelik dat die Departement van Basiese Onderwys aandag moet bestee aan die kwessie van oorvol klaskamers deur meer onderwysers en onderwysassistente aan te stel. Ingryping is ook nodig om belanghebbendes toe te rus met vaardighede vir die ingebruikneming en implementering van nasionale onderwysbeleide. So ’n ingreep sal SBL’e bemagtig om die Gedragskode korrek te ontwikkel en aan te neem, waardeur onderwysers bygestaan sal word in die handhawing van dissipline en die verbetering van akademiese prestasie. Die bevindinge dui aan dat die implementering van die beleide op onderskeidelik die onderwyser-leerder-verhouding, die onderwyserwerklading en leerderdissipline monitering en, waar nodig, hersiening vereis ten einde skeiding tussen die beleid en die praktyk te vermy. / Educational Management and Leadership / M. Ed. (Educational Management)