An agricultural project as implemented by the DRDLR is seen as a strategy and an attempt to alleviate unemployment at improving lifestyle and livelihoods on farms. This study attempts to explore the impact of agricultural projects on alleviating unemployment in the Cacadu District in Grahamstown. The research topic attempts to establish whether these unemployment alleviation projects had sufficient impact and contributed to socio-economic developments of the emerging farmer. A sample of the respondents involved in an agricultural project funded through Recapitalization programme by DRDLR participated in this study. A purposive sampling method was used for this study. Data collected was gathered through semi-structured questionnaires. Related literature that focuses on agricultural projects for alleviation of unemployment has been reviewed. Various recommendations based on findings of the study have also been made. Among findings that were made, it emerged that the Recapitalisation Programme has not made sufficient impact on the alleviation of unemployment. Findings if the study indicates that beneficiaries were not trained sufficiently with financial management skills which are key in equipping them to make substantial profits from their farm. The research findings indicated that the strategies that were used by the department through Recapitalisation were not effective enough to achieve the desired outcomes of alleviation of unemployment.

The study is made in an attempt to evaluate a Non-Profit Organisation established 30 years ago. The organisation is called The St. Mary’s Development and Care Centre. This centre, amongst others, was established in 1982 by a true humanitarian, Mrs Thelma Henderson, and has since had more than 2250 children and lots more families in its care. The research aims to explore and evaluate the impact that the centre has had on the families and communities in Grahamstown. The evaluation is done as part of the current manager’s strategy to assess the strengths of the organisation and to build on the efficacy of the organisation. The researcher understands impact as any change whether positive or negative. This, from a social science perspective, is experienced by the person on a personal level and the effects in different families cannot be measured with a universal measure. Theory proves that because people are at varying levels of development, they therefore experience change and thus impact, differently. With the use of the grounded theory method comprising of systematic, inductive and comparative approaches for conducting inquiry for the purpose of constructing theory (Bryant & Charmaz 2007: 1) the research found that people have experienced change at different levels. This information, triangulated against previous research, validated the claims that child sponsorship at an NGO level indeed has benefits for the children involved in their programs. Therefore this evaluation paper draws the conclusion through similarities found and qualitative personal views that the St. Mary’s Development and Care Centre has indeed had an impact on the Grahamstown community.

Amongst other socio-economic challenges that South Africa has, unemployment still remains high; in July 2010 unemployment was at 25.3 percentage and in July 2011 it was at 25.7 percentage ; in a space of a year it grew by 0.4 percentage (Trading Economics, 2012). Even though South Africa has made some significant progress with its democracy; there is still significant socioeconomic problems. Poverty, lack of economic empowerment among the disadvantaged groups are amongst and lack of proper education are amongst some of these pressing challenges in South Africa. More than a quarter of South Africa's population currently receives social grants (Index mundi, 2011). The Eastern Cape Province is still faced with significant socio-economic challenges such as high unemployment rate. 74 percentage unemployed are the economically active group as they are under the age of 35 (ECDC, 2011:22). “More than a quarter (26.4 percentage) of households in the Eastern Cape relies on government grants as their main source of income. Nationally, the youth unemployment rate is estimated to be close to 35 percentage, with more than three million young people out of work. Youth unemployment in the Eastern Cape averages 41.4 percentage. This is more than twice the adult unemployment rate (18.4 percent). A total of 695,175 young people have been without work every year in the Eastern” (ECDC, 2010-2011: 23). Besides, this province has a third largest number of people who are living with HIV/AIDS in the country. These statistics have a major significance on the province’s economic prospects and progress (ECDC, 2010-2011:22). The RSA Constitution 1996, the White Paper on Local Government 1998 has mandated local governments to facilitate LED. South Africa adopted LED as a way of fighting poverty and stimulating economic growth and development for local residents. LED is promoting skills development, SMMEs and tourism to encourage economic development. However the success of LED has received mixed views in that; some successes of LED were recorded in urban or metropolitan municipalities. Few successes have been recorded of LED projects in rural municipalities. Some of the constraints of LED consist of capacity problems within the municipalities, understanding the role of LED in the municipality and lack of funding. In Makana Municipality, about 23 percentage of households live below poverty line of (R800.00 – R9600 a year). Most of the population earns between R801.00-R1600.00 per month with 24.7 percentage. A mere 0.6 percentage earn R204801.00 or more compared to 12.7 percentage with no income. Inadequate infrastructure poses as a threat to attracting and retaining investment in this municipality. In light of the above paragraphs, this thesis evaluated the impact assessment of the LED projects within Makana Municipality. The premise of this thesis is that realization and significant support of LED projects would impact positively on unemployment and poverty rate that this municipality is facing and subsequently; the burden of unemployment and poverty will be reduced in the region, province and country.

In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.

This study is part of a larger research programme that seeks to contribute towards an understanding of South Africa's complex literacy landscape and formulate strategies that may address these particularly in the Foundation Phase. It is a case study of one public primary school in Grahamstown where isiXhosa is used as a medium of instruction until Grade 3, after which the medium of instruction changes to English. This transition is not helped by the little reading that happens in the language at the FP. The learners under study are Grade 3 isiXhosa first language speakers, learning English as a First Additional Language (FAL) with limited exposure to the language. Through a qualitative participatory action research process, the study investigated the extent to which a reading club in general and a responsive reading programme in particular, might develop learners' English vocabulary at this particular school. The value of reading clubs as a vehicle for second language learning as well as the importance of considering learner needs in the development of the reading programme are key contributions this study makes. The study draws on social constructivism as a theoretical framework based on the principle that learning is a social acitvity. Vygotsky (1978) states that language learning (LL) takes place through interactions in meaningful events, rather that through isolated language activities. The process is seen as holistic, that is, each mode of language supoorts and enhances overall language development. Furthermore, LL develops in relation to the context in which it is used, that is, it develops according to the situation, the topic under discussion and the relationship betwwen participants. Language also develops through active engagement of the learners. The role of the teacher or a more competent other is then seen as that of a facilitator in a learning context in which learners are viewed as equally capable of contributing to their learning through learning from and with each other (Holt and Willard-Holt, 2000). Vygotsky's theory of social interaction has been influential in highlighting the important role of social and cultural contexts in extending children's learning. The preliminary results of this study point toward the importance of the learning environment, particularly an informal environment in second language development. The results also highlight the need for learners (a) to be provided with opportunities to engage with meaningful and authentic texts, (b) to be allowed to make their own book choices, (c) to participate in large group, small group and individual activities to enable them to engage with a variety of texts, and (d) to confront vocabulary in a variety of ways through multiple texts and genres.

Modern research being conducted on Mental Toughness is now shifting away from efforts aimed at developing definitions for the construct and instead moving toward efforts at understanding its development. This particular research study focuses on the development and implementation of a Mental Toughness programme designed specifically for, and tailored exclusively to, the needs of schoolboy cricket at Kingswood College in Grahamstown, Eastern Cape. The programme development was an intricate process and the research procedure was guided by the Organisational Development Process model. Data from a focus group as well as various individual interviews were integrated with currently existing Mental Toughness literature and theory to devise this particular Mental Toughness programme. The programme entails educating the athletes on six specific mental skills and incorporates elements of practical application as well as awareness of the importance and influence of Mental Toughness and mental training in a sporting sphere. The programme took the form of mental skills workshops held over a three week period. An analysis was conducted post-programme to document the experience of the athletes as a result of exposure to the programme. Results drawn from the array of analysis procedures were used to help identify the level of success of the Mental Toughness intervention as well as help validify current Mental Toughness models. In addition to highlighting the benefits as a result of the programme experience, various recommendations were drawn in order to shed light on the programme limitations and assist future researchers with understanding the intricacies behind better and more efficient programme implementation.

The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.

Through the use of contextual data, this research study aims to explicate a theory about the experiences of academic women, who are also mothers, employed at a South African University. The research is interpretive in nature as it explores the women's accounts of the conflicts they face in striving to satisfy the demands of both their scholarly work and family responsibilities within multiple intersecting factors related to their personal/familial circumstances, and the strategic processes they engage in to manage the balance between these competing roles. The study followed a constructivist grounded theory design in an attempt to test the hypothesis (emerging from a prior pilot study) that the most significant enabling factors at work in the lives of these women comprise various relational support processes. The findings indicate that balancing academic work and mothering is a delicate activity that is sensitive to a number of facilitating as well as hindering factors. The participants revealed that they experience work-family role-conflict as a result of competing desires to dedicate themselves fully to both of these roles. The relational factors most prominently cited as being critical to enabling a work-family balance include the presence of a supportive partner, a support structure in the home in the form of an employed domestic helper, and the support derived from a 'shared experience' with other working mothers. Non-relational factors emanating from the unique quality of life afforded to mothers by employment within the particular case institution also emerged as being significantly enabling of a work-family balance for this group of academic mothers.

Substantial contributions have been made by lesbian and gay developmental theorists in understanding the development of lesbian and gay sexual identities, or what has come to be known as the coming out process. “Coming out of the closet” has become a central metaphor, in western contexts, for the recognisable process gay men and lesbians undergo in order to claim a relatively stable and enduring sexual identity, while overcoming obstacles such as heterosexism. Lesbians’ sexual identities are examined in this thesis through a Foucauldian lens which is fused with a narrative-discursive perspective. The aim of this study is not to trace a progressive development of identity, but rather to consider how lesbians in this study are located within a specific context, namely, a historically white university in post-apartheid South Africa, and how their identities are dynamic products of ever-shifting socio-historical spaces. Eight lesbians’ stories are analysed using the narrative-discursive method, which allows for a consideration for how the construction and negotiation of identities is shaped and constrained by social and discursive conditions. The women in this study do utilise the concept of coming out to some extent in their stories, but this narrative does not entirely account for their experiences. Instead, these women’s accounts reflect the way in which they personally experience heterosexism, and how they constantly negotiate their sexual identities within certain social and geographical spaces. When the nuances of lesbians’ contexts are taken into account, it becomes clear that claiming a lesbian identity is more than just about “coming out”, and rather about an on-going process of identity management.

[Preface]:In 1862 Grahamstown acquired the dignity, pride and responsibility of full municipal status by its own Act of Incorporation. Ibis Act marked the consolidation of Grahamstown's era of local government by its vigorous and far-sighted Municipal Board of Commissioners, which was established in 1837 and has been examined in depth in K.S. Hunt's thesis on Grahamstown municipal government up to 1862. Clearly, the year 1862 is the logical beginning for a further study of Grahamstown's changing position in the Eastern Cape and its development in the practice of local government during the crucial decades of the 1860's and 1870's. But the choice of 1882 to mark the end of this thesis is in some ways arbitrary. 1882 does not appear to be a turning point, a year of major significance in either the history of Grahamstown or of the Colony as a whole. Besides the convenient time-span of twenty years, there are various factors which, taken together, explain why 1882 is a useful date of demarcation from which to take stock and review Grahamstown's economic, political, social and municipal position after two vital decades in its history. In the civic sphere,the opening of Grahamstown's Town Hall made tangible,in solid Victorian design,a long held ambition of the City Councillors. Buildings, in Victorian attitudes, throughout the British Empire, were regarded as very important civic symbols. One can learn much of Grahamstown Victorian attitudes from the lengthy process of attaining a Town Hall. A much more elaborate ceremony surrounded the opening of the Jubilee Tower, an occasion for assessing the influence of Grahamstown's Settler heritage on the development of the town. Municipal problems concerning finance, water and "native" locations remained thorny questions as they had throughout the period 1862-32. Generally 1882 was a year of transition for Grahamstown and the Colony as a whole. Economically it appeared to start prosperously but 1882 actually marked the beginning of a severe depression which lasted until 1386. It is important to consider how Grahamstown’s economic development relates to the overall economic picture of the Cape Colony at this juncture. Though ostrich feather prices remained high in 1882, the ensuing depression was caused partly by the rapid overexpansion of the industry but most important of all, by a reaction to an inflated era of confidence during the diamond boom years of the 1870's and their consequent easy Bank credit plus intense speculation. Politically 1882 also appeared a year of transition. How to maintain the uneasy peace after the Basuto war remained a constant challenge to Scanlen's ministry. The beginnings of active party conflict in the workings of responsible government were evident only in embryo. The rapid growth of the Afrikaner Bond was to change this. Specifically in relation to the practice of local government in the Cape Colony, the General Municipal Act No. 45 was passed during the Parliamentary session of 1882, enabling any town to seek incorporation. The query is raised as to how far the modus vivendi of the Grahamstown municipality helped frame the clauses of this general Municipal enabling Act. For these various reasons, as well as the additional one that twenty years was found to offer a manageable research unit, 1882 has been decided on as the limit of this thesis. This thesis aims, through a careful examination of Grahamstown's economic, political but particularly civic development, to determine and trace the nature of the Grahamstown community's response to the challenge of the gradual isolation of the 1860's and 1870's. Grahamstown's civic history provides fascinating insights into the structure of the entire community and its attitudes and values. Study has been made of the following major primary sources for the history of Grahamstown 1862-1882: the Grahamstown Municipality records, complete except for incoming letters and housed in the Cape Archives, und the Grahamstown newspapers for the period. The most prolific as well us the most valuable newspaper source of the period is The Grahamstown Journal, a newspaper with a tradition firmly bound up with the formulation of frontier as well as Grahamstown thought, kingpin of the network built up by the successors of Robert Godlonton, the "architect of frontier opinion". It has to be treated with caution as a source because of this very bias. The Council Minutes themselves, meticulously recorded in the Town Clerk's copperplate Victorian script, are scrupulously objective, recording blandly proposers, seconders and fates of motions. What might appear the bare bones of a detailed study of the municipal records yet reflects the economic climate of the town, political opinions, class and race attitudes, civic pride, concepts of public health and charity. The newspapers are a vital addition to the Municipal records themselves. The weekly meetings received faithful, accurate and very copious coverage from press-representatives present at every ordinary meeting. Indeed these reports give a vivid immediacy to the meetings and reveal opinions, pressure groups and lines of conflict within the Council, on issues important and trivial. These, at times lively and enlivening, sometimes stormy meetings, are reported with an authenticity which makes one suspect that often words of speeches were given verbatim - personalities of the Councillors certainly emerge distinctly. Full newspaper coverage is also given to the meetings of the Albany Divisional Council. The annual reports of the Civil Commissioners and Resident Magistrates, which appear in the Parliamentary Blue Books of the period, provide some valuable economic comment on the vicissitudes of life in the eastern frontier districts from 1862-1882. Such information builds useful background for a study of Grahamstown's economic and social development. Efforts have been made to locate probable sources of family papers of one of the most influential Grahamstown families of the period, the Wood family, but to no avail. If any exist they would without doubt have given interesting insight into the business connections of leading Grahamstown men and possibly given an indication of how far civic and political connections linked with religious and family influences in Victorian Grahamstown. Jim's Journal, manuscript in Cory Library, is a record of letters sent home to England by James Butler, while on a visit to the Cape,1876-79 for his health. He provides illuminating glimpses into the day to day life of Grahamstown from a Quaker viewpoint. Taken together, these sources provide considerable insights into the life and times of Grahamstown in the second half of the nineteenth Century. A municipal study examines an area in its totality: it encompasses a study of minutiae within the context of general trends. This fact alone suggests that there are many sources on the history of Grahamstown which have not yet been discovered, but this assessment is submitted on the basis of a thorough study of those which are currently available.