Thesis (M. Ed. (Educational Management)) - Central University of Technology, Free State, 2013 / The implementation of strategic planning in schools started in the United States of America (USA) in the 1980s. It is not clear when the concept was first used in South Africa, but its importance in the successful management of a school cannot be underestimated. Strategic planning basically includes a group of instruments, operations and concepts structured to help managers, leaders and planners to think and act strategically. The planning process comprises a definition of the goals, a valuation of the resources available for meeting the goals, and the definition of definite plans or initiatives that are intended to achieve the goals. The process usually includes a classification exercise that identifies the highest priority initiatives. The study addresses the management process and indicates how strategic management fits into this process. Strategic planning is the process of deciding on an organisation's goals, determining the policies and programmes necessary to achieve all specific objectives, and establishing the methods essential to assure that the policies and strategic programmes are implemented. Strategic planning ensures that the school is associated with the changing internal and external environment. This planning is formulated by top management and focuses on the entire organisation. A qualitative design was followed in which the opinions of principals and School Governing Body chairpersons were sought through the use of open-ended questionnaires and semi-structured interviews. Method triangulation was incorporated by the use of afore-mentioned data collection methods. Another form of triangulation employed in this study is data source triangulation. This entails making use of more than one group of participants to gather data. This study obtained data from various groups of people as described in the sample. The findings of the study indicate that strategic planning does not occur in many schools in the Motheo district. If a form of strategic planning does occur, SGB chairpersons are often excluded in the drafting and implementation of these plans. Collaboration between School Management Teams and School Governing Bodies is needed to ensure the successful drafting and implementation of strategic plans

Thesis (M. Tech.) - Central University of Technology, Free State, 2006 / This study provides an analysis of the impact of the introduction of the FET system at Colleges in the Free State, with reference to Motheo FET College. The aim of the research was to explore the perceptions of Motheo FET staff on the implementation of the FET system. It is believed that these perceptions have far-reaching implications on aspirations of the stakeholders with regard to the implementation and success of the FET system at Motheo FET College. The literature has revealed that legislation, namely, the FET Act 98 of 1998, the SAQA Act 58 of 1995 and the Skills Development Act 97 of 1998, form an indispensable past of the FET sector and also provide all stakeholders with a frame of reference and guidelines to manage the new FET system for Motheo FET College effectively and efficiently. The study also has revealed that success in the FET sector will be achieved by closing the gap between “education and training” and also ”theory and practice”. Removal of the fragmentations in education through a co-ordinated, flexible and high-quality FET system will result in employability and employment opportunities for FET learners. It has become clear that the above objective may be best achieved by strengthening co-operation between the Department of Education and the Department of Labour, in which case a new system of learnership should be identified as a mechanism to enhance collaboration between the aforementioned departments. A literature study, interviews, observations and site analysis were used as data collection methods. Four major themes were formulated from the analysis of data, namely, transformation of the FET sector, ensuring equity in all respects regarding FET matters and ensuring equality in all aspects within the FET sector. The important findings were discussed at length and thereafter, the summary, discussions, conclusions and recommendations were drawn from the findings.

A case study on drought coping mechanisms was conducted among small-scale farmers in the Motheo District of the Free State Province in Republic of South Africa, to determine how farmers cope with drought effects with or without external influence in terms of drought relief packages from the government and non-governmental organizations. Data was collected by administering a semi-structured questionnaire to 200 farmers. The data were captured and analysed using SPSS to obtain frequency, cross-tab, univariate ANOVA as well as logistic regression analysis. Findings of the study revealed that only 12.5 percent of the respondents were aware of drought, while a larger percentage of 87.5 of the respondents were not aware of a drought incidence before its onset, which made them more vulnerable to the drought disaster; 8.5 percent of them protected water sources for livestock while 91.5 percent of the farmers did not protect water sources for their livestock because they farm on a communal land; 42.5 percent provided supplementary feeds to livestock during the drought, but 57.5 percent did not provide supplementary feed for their animals for lack of funds. Ninety-nine (99.0) percent of the respondents shared grazing lands while only 1 per cent did not because most farmers operates on a communal system of farming; 35.5 percent changed cropping systems; 50.5 percent had alternative water sources for crops which included mini and hand irrigation systems while 49.5 percent of the respondents depended solely on streams and rivers available in the villages; 19.3 percent sold or pledged assets in order to be able to cope with drought effects while most farmers did not pledge or sell assets not because they did not want to, but because they did not have assets to sell. / Envornmental Science / Thesis (M.Sc. (Environmental Management))

A case study on drought coping mechanisms was conducted among small-scale farmers in the Motheo District of the Free State Province in Republic of South Africa, to determine how farmers cope with drought effects with or without external influence in terms of drought relief packages from the government and non-governmental organizations. Data was collected by administering a semi-structured questionnaire to 200 farmers. The data were captured and analysed using SPSS to obtain frequency, cross-tab, univariate ANOVA as well as logistic regression analysis. Findings of the study revealed that only 12.5 percent of the respondents were aware of drought, while a larger percentage of 87.5 of the respondents were not aware of a drought incidence before its onset, which made them more vulnerable to the drought disaster; 8.5 percent of them protected water sources for livestock while 91.5 percent of the farmers did not protect water sources for their livestock because they farm on a communal land; 42.5 percent provided supplementary feeds to livestock during the drought, but 57.5 percent did not provide supplementary feed for their animals for lack of funds. Ninety-nine (99.0) percent of the respondents shared grazing lands while only 1 per cent did not because most farmers operates on a communal system of farming; 35.5 percent changed cropping systems; 50.5 percent had alternative water sources for crops which included mini and hand irrigation systems while 49.5 percent of the respondents depended solely on streams and rivers available in the villages; 19.3 percent sold or pledged assets in order to be able to cope with drought effects while most farmers did not pledge or sell assets not because they did not want to, but because they did not have assets to sell. / Envornmental Science / Thesis (M.Sc. (Environmental Management))

The purpose of this study was to investigate and improve reflective teaching in the Ethiopian Secondary School Teacher Education Institutions (TEIs). This study used a mixed methods research approach that employed a concurrent triangulation design. For data collection, the study utilized a structured questionnaire, a semi-structured individual and group interviews. The data collection instruments were utilized to solicit pre-service teachers’, teacher educators’, and cooperating teachers’ (mentors’) views on reflections and how reflective teaching in the pre-service teacher secondary school teacher education framework is being implemented. The study particularly aimed to investigate how the pre-service teachers view reflective teaching, identify the hindrances for effective reflective teaching practice, and discover strategies that could be used to improve the practice. Prominent reflective scholars’ theories and outlooks on reflective practice were reviewed and used to guide the study. The responses of the stakeholders on the nature and implementation of reflective practices were analyzed quantitatively and qualitatively. For the quantitative data analyses, both the descriptive statistics and inferential statistics were employed. On the other hand, narration was used to analyze the qualitative data. Triangulation of the study was observed by presenting and interpreting the qualitative data with reference of the quantitative data. The research questions were answered as the researcher analyzed the responses that the pre-service teachers hold to the reflective teaching, as well as the method, situation and issues of the reflective teaching practice in the pre- service teacher education curriculum framework. The study uncovered that secondary schools’ pre-service teachers in the existing teacher education programme were practicing few reflective teaching tools. The findings indicated that the pre-service teachers hold fair insights of reflective teaching, yet they felt less capable of doing reflective teaching critically. The findings indicated that the pre-service teacher education programme faced a number of barriers to effective reflective teaching practice. The findings also raised concerns over writing journals, instructional technology, teaching portfolios, and action research projects for reflective teaching in the pre-service teacher education programme. The study has identified key strategies that may be useful for the Ministry of Education, teacher educators, cooperating teachers, and teacher education institutions who are responsive for reflective teachers in Ethiopia. / Maikemišetšo a thuto ye e be e le go nyakišiša le go hlabolla thuto ya taetšo go Dihlongwa tša Thuto ya Borutiši Dikolong tša Ethiopia (TEI). Thuto ye e šomišwa mokgwa wa diphatišišo wa mekgwahlakantšho yeo e šomišago tlhamo ya go šoma mmogo ka ditsela tša go hlama khutlotharo. Go kgoboketša ya datha, thuto ye e šomišitše letlakalapotšišo la sebopego sa go ikgetha, dipoledišano tša mošomo la motho le sehlopha seo se hlamegilego gannyane. Didirišwa tša kgoboketša ya datha di šomišitšwe go hwetša barutiši ba pele ga kabo ya tirelo, barutiši ba go ruta, le barutiši ba go šomišana (baeletši’) ditaetšo le mmono ka ga ka fao thuto ya taetšo e phethagatšwago ka go tlhako ya thuto ya barutiši ba thuto ya sekolo se se phagamego. Thuto gabotse e nepile go nyakišiša ka fao barutiši ba ditirelo tša go thoma ba bonago thuto ya taetšo, go hlaola ditšhitišo tša tiragatšo ya maswanedi ya go ruta ka mokgwa wa ditaetšo le go lemoga maanotšhomo ao a ka kgonago go tlhabolla tiragatšo. Diteori tša baithuti ba maemo ba go diriša ditaetšo le mmono mo go tiragatšo ya taetšo di lebeletšweleswa le go šomišwa go hlahla thuto ye. Dikarabo tša baamegi go mohuta le phethagatšo ya tiragalo ya taetšo di lekotšwe ka dipalopalo le boleng. Go dikahlaahlo tša datha ya dipalopalo, bobedi dipalopalo tša go hlalosa le tša tšhupetšo di šomišitšwe. Ka letsogong le lengwe, tlhaloso e šomišitšwe go ahlaahla datha ya boleng. Go dira gore thuto e tšwe dikhutlotharo e lebeletšwe ka go ruta le go tlhathollela ka datha ya boleng go lebeletšwe datha ya dipalopalo. Dipotšišo tša diphatišišo di arabilwe bjalo ka ge monyakišiši a lekotše dikarabo tša barutiši ba pele ga tirelo go tliša thuto ya taetšo go tee le mokgwa, maemo le ditaba ka ga tshepedišo ya thuto ya taetšo ka go tlhako ya kharikhulamo ya thuto ya barutiši bja pele ga tirelo. Thuto e utullotše go re barutiši ba sekolo se se phagamego sa pele ga tirelo ka go lenaneo le le lego gona la thuto ya barutiši ba be ba diriša didirišwa tše nnyane tša taetšo ya thuto. Dipoelo di laeditše gore barutiši ba pele ga kabo ya tirelo ba bile le pono ka ga thuto ya taetšo, eupša ba be ba sa kwe ba kgona go ruta ka mokgwa wa taetšo. Dipoelo di laeditše go re lenaneo la thuto ya barutiši bja pele ga kabo ya tirelo ba lebane le ditšhitišo tše mmalwa go tshepedišo ya maleba ya thuto ya taetšo. Dipoelo gape di tlišitše kamego ka ga go ngwala ditšenale, thekenolotši ya go ruta, diphotefolio tša go ruta le diprotšeke tša tiro ya diphatišišo go fihlelela thuto ya taetšo ka go lenaneo la thuto ya tirelo ya go ruta. Thuto e hlaotše maanotšhomo a motheo ao a ka bago le mohola go Kgoro ya Thuto, barutiši, barutiši bja bašomišane le dihlongwa tša thuto ya barutiši tšeo di ikemišeditšego go hlahla barutiši ba go ikarabela go taetšo mo Ethiopia. / Die doel van hierdie studie was om besinnende onderrig aan Ethiopiese opleidingsinstellings vir hoërskoolonderwysers te ondersoek en te verbeter. Verskeie metodes en ‘n triangulasieontwerp is in hierdie studie gevolg. Data is deur middel van ‘n gestruktureerde vraelys en halfgestruktureerde individuele en groeponderhoude ingesamel. Studenteonderwysers, onderwyseropvoeders en medewerker-onderwysers (mentors) se siening van hoe besinnende onderrig in die raamwerk van hoërskoolonderwysers se opleiding neerslag vind, is verkry. Daar is in die besonder op studenteonderwysers se opvattings oor besinnende onderrig gekonsentreer. Struikelblokke in die weg van doeltreffende besinnende onderrigpraktyk en strategieë om dit uit die weg te ruim, is aangetoon. Die teorieë en gesigspunte van vooraanstaande kenners van besinnende onderrigpraktyk is bestudeer, en het rigting aan hierdie studie verleen. Belanghebbers se reaksie op die aard en inwerkingstelling van besinnende praktyke is kwantitatief en kwalitatief ontleed. Sowel die beskrywende as die afgeleide statistiek is in die ontleding van die kwantitatiewe data gebruik. Die kwalitatiewe data, daarteenoor, is met behulp van vertellings ontleed. Die kwalitatiewe data is met verwysing na die kwantitatiewe data vertolk te einde reg te laat geskied aan die triangulasie van die studie. Die navorsingsvrae is beantwoord namate die navorser die reaksie van studenteonderwysers op besinnende onderwys ontleed het asook die metode en situasie daarvan, en die probleme daarmee in die kurrikulum van studenteonderwysers. Daar is bevind dat weinig studente wat as hoërskoolonderwysers opgelei word, die tegnieke van besinnende onderwys toepas. Volgens die bevindings weet studente wel van besinnende onderwys, maar voel dat hulle nie tot kritiese besinnende onderwys in staat is nie. Daar was ʼn hele paar struikelblokke in die onderwysersopleidingprogram vir besinnende onderwyspraktyk. Die bevindings is kommerwekkend wat betref die skryf van joernale, onderrigtegnologie, onderwysportefeuljes en aksienavorsingsprojekte vir doeltreffende onderwys in die onderwysersopleidingsprogram. Verskeie strategieë is aangetoon wat van nut kan wees vir die ministerie van Onderwys, die opleiers van onderwysers, medewerker-onderwysers en instellings wat onderwysers oplei om sensitiewe, besinnende onderwysers in Ethiopië te word. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)

Text in English with abstracts in English, Sepedi and Venda / Access to firewood and other affordable energy sources is essential to the livelihoods of rural households in developing countries. Studies have been conducted to understand the reasons behind an extensive reliance on firewood in rural areas, especially in developing countries, despite improved electrification rates and a number of government policies introduced to encourage rural households to switch from traditional to modern fuels. This study aimed at assessing and thus understand the factors influencing the use of firewood by households in Ga - Malahlela village in Limpopo Province. Limited research has been conducted on firewood use, subsequent to improved electrification in rural areas in South Africa, hence it was to shed light on this little-explored subject on which the study was carried out. The assessment was based on household demographics and household energy use patterns, with a structured questionnaire being utilised to arrive at a detailed understanding of the factors that drive firewood use. It was established that firewood was still used to a significant degree, to satisfy household energy needs such as cooking, water heating and space heating. This was mainly due to the socioeconomic status of households. Socio-economic factors such as income, education level, household size and preference were found to be the factors exerting the greatest influence on the use of firewood among households in the study area. Psychological variables and the geographical location of the study area were also shown to promote the use of firewood. The study further revealed that, as indicated in the reviewed literature, households in the study area fuel stack and do not ascend the energy ladder. The reviewed literature further indicated that not all factors have equivalent significance in determining the behaviour and pattern of household energy use. This indicates that energy sources such as firewood are not completely discarded but are instead used in conjunction with modern energy sources such as electricity. In conclusion, this study established that despite the availability of electricity, as a result of poverty and the lack of free basic services such as free basic electricity, reliance on firewood in rural areas will continue. / Go hwetša dikgong le methopo ye mengwe ya dibešwa tšeo di rekegago go bohlokwa go mekgwa ya malapa a dinagamagaeng go hwetša dilo tše bohlokwa tša bophelo dinageng tšeo di hlabologago. Dithutelo di phethagaditšwe go kwešiša mabaka ao a thekgago kholofelo go dikgong mafelong a dinagamagaeng a dinaga tšeo di hlabologago le ge go na le ditekanyo tše di kaonafaditšwego tša tlhagišo ya mohlagase le palo ya melaotshepetšo ya mmušo yeo e tsebišitšwego go tutuetša malapa a dinagamagaeng go fetoga go tloga go dibešwa tša sekgale go iša go tša sebjale. Thutelo ye e ikemišeditše go lekola ka gona go kwešiša mabaka ao a huetšago malapa a Motsaneng wa Ga-Malahlela ka Profenseng ya Limpopo go diriša ya dikgong. Dinyakišišo tše lekantšwego di phethagaditšwe ka ga tirišo ya dikgong ka morago ga tlhagišo ya mohlagase yeo e kaonafaditšwego mafelong a dinagamagaeng ka Afrika Borwa, gomme e be e swanetše go fa tshedimošo ka ga hlogotaba yeo e hlohlomišitšwego gannyane gore thutelo ye e phethagatšwe. Tekolo ye e theilwe go dipalopalo ka ga malapa setšhabeng le mekgwa ya malapa ya go dirišwa dibešwa, ka go diriša lenaneopotšišo leo le beakantšwego gore go fihlelelwe kwešišo ye e hlalošago ka botlalo mabaka ao a hlohleletšago tirišo ya dikgong. Go lemogilwe gore dikgong di sa dirišwa ka bontši bjo bo bonagalago go kgotsofatša dinyakwa tša malapa tša enetši tše bjalo ka go apea, go ruthetša meetse le go ruthetša lefelo. Se se be se swanela gagolo ka lebaka la boemo bja ka moo ekonomi e amago tšwelopele ya malapa. Mabaka a ka moo ekonomi e amago tšwelopele ya setšhaba a go swana le ditseno, boemo bja thuto, bogolo bja lelapa le tšeo di ratwago go hweditšwe go ba mabaka ao a hlohleletšago khuetšo ye kgolokgolo go tirišo ya dikgong gare ga malapa thutelong ye. Dielemente tšeo di ka fetolwago le lefelo tikologong ye e itšeng tša thutelo le tšona di bontšhitšwe go godiša tirišo ya dikgong. Thutelo ye gape e utollotše gore, bjalo k age go šupilwe dingwalong tšeo di lekotšwego, malapa a lefelong la thutelo a latela mekgwa ya dibešwa tša mehutahuta gomme ga a latele manamelo a enetši. Dingwalo tšeo di lekotšwego di laeditše go ya pele gore ga se mabaka ka moka ao a nago le bohlokwa bjo bo lekanago go šupeng boitshwaro le mokgwa tša tirišo ya enetši ka malapeng. Se se šupa gore methopo ya enetši ye bjalo ka dikgong ga se ya tlogelwa ka gohlegohle eupša e dirišwa mmogo le methopo ya sebjale ya enetši ye bjalo ka mohlagase. Go ruma, thutelo ye e utollotše gore le ge go na le mohlagase, ka lebaka la bohloki le tlhaelo ya ditirelo tša motheo tša mahala tše bjalo ka mohlagase wa motheo wa mahala, kholofelo go dikgong dinagamagaeng e tlo tšwela pele. / U swikelela khuni na zwiṅwe zwiko zwa fulufulu zwine zwa swikelelea ndi zwa ndeme kha u tsireledza zwo teaho zwa vhutshilo kha miṱa ya vhupo ha mahayani kha mashango o no khou bvelelaho. Ngudo dzo farwa u itela u pfesesa zwiitisi zwa u ḓitika zwihulwane nga khuni kha vhupo ha mahayani kha mashango ane a khou ḓi bvelela zwi si na ndavha na u khwiniswa ha u dzheniswa ha muḓagasi na tshivhalo tsha mbekanyamaitele dza muvhuso dzo ḓivhadzwaho u ṱuṱuwedza miṱa ya vhupo ha mahayani u bva kha u shumisa zwivhaswa zwa kale u ya kha zwa ano maḓuvha. Ngudo iyi yo livhiswa kha u asesa na u pfesesa zwiṱaluli zwine zwa ṱuṱuwedza u shumiswa ha khuni nga miṱa ya Muvhunduni wa Ga-Malahlela Vunduni ḽa Limpopo. Ṱhoḓisiso dzi si nngana dzo itwa nga ha u shumiswa ha khuni hu tshi tevhela u dzheniswa ha muḓagasi vhuponi ha mahayani Afurika Tshipembe, ho vha u bvisela khagala nga ha zwiṱuku zwo wanululwaho kha thero heyi ye ngudo ya i bveledzisa. U linga ho vha ho ḓisendeka nga ngudamirafho ya miṱa na kushumisele kwa fulufulu miṱani, hu na mbudzisombekanywa dzo dzudzanywaho dzo shumiswaho u swikelela kha u pfesesa nga vhuḓalo zwiṱaluli zwine zwa ta u shumiswa ha khuni. Ho dzhielwa nṱha uri khuni dzi kha ḓi shumiswa nga maanḓa u ḓisa ṱhoḓea dza fulufulu miṱani u fana na u bika, u vhilisa maḓi na u dudedza vhudzulo. Hezwi zwo tea nga maanḓa kha vhuimo ha matshilisano a zwa ikonomi miṱani: zwiṱaluli zwa ikonomi ya matshilisano zwi ngaho sa mbuelo, vhuimo ha pfunzo, vhuhulu ha muṱa na zwo no takalelwa ho wanwa uri ndi zwiṱaluli zwine zwa shumisa ṱhuṱhuwedzo khulwane ya u shumiswa ha khuni vhukati ha miṱa ya vhupo ha ngudo. Variabuḽu dza saikhoḽodzhikhaḽa na vhupo ha ḓivhashango zwa vhupo ha ngudo zwo sumbedziswa u ṱuṱuwedza u shumiswa ha khuni. Ngudo yo isa phanḓa na u wanulusa uri, sa zwo sumbedziswaho kha maṅwalwa o sedzuluswaho, miṱa kha vhupo ha ngudo i kuvhanganya fulufulu ngeno hu sina u gonya ha tshanduko ya kushumisele kwa fulufulu. Maṅwalwa o sedzuluswaho o sumbedzisa a tshi i sa phanḓa uri a si zwiṱaluli zwoṱhe zwine zwa vha na ndeme i linganaho kha u ta vhuḓifari na kushumisele kwa fulufulu miṱani. Hezwi zwi sumbedza uri zwiko zwa fulufulu zwi ngaho sa khuni a zwo ngo laṱelwa kule tshoṱhe fhedzi zwi shumiswa zwo ṱanganyiswa na zwiko zwa fulufulu zwa ano maḓuvha zwi ngaho sa muḓagasi. Ri tshi pendela, ngudo iyi i ta uri na musi muḓagasi u hone, nga nṱhani ha vhushayi na ṱhahelelo ya tshumelo dza muḓagasi wa mahala wa mutheo u fana na muḓagasi wa mahala wa mutheo, u ḓitika nga khuni vhuponi ha mahayani hu ḓo ḓi bvela phanḓa. / Department of Environmental Science / M.A. (Environmental Science)

Text in English with abstracts in English, Afrikaans and Tswana with keywords in English and Tswana / Displacement in the South African context is a complex and diverse phenomenon which is under-researched, particularly from the point of view of post-resettlement stress. The Meetse-a-tala community from Groenwater, Northern Cape, was resettled in 1964 and returned in 1999 to their ancestral land after a 25 year struggle to do so. The community anticipated that the land would present all the natural resources they had in 1964, but unfortunately, when they returned, the outlook seemed a lot different. / Verskuiwing in die Suid-Afrikaanse konteks is ‘n diverse en komplekse verskynsel wat nog nie voldoende nagevors is, veral vanuit die oogpunt van post-hervestigingsstres nie. Die Meetse-a-tala-gemeenskap van Groenwater in Noord-Kaap is in 1964 hervestig en het in 1999 teruggekeer na die land van hul voorouers na ‘n 25 jaarlange stryd om dit te bewerkstellig. Die gemeenskap het verwag dat die gebied weer al die natuurlike hulpbronne sou aanbied wat hulle in 1964 gehad het, maar ongelukkig, met hul terugkeer, het die vooruitsigte heel anders gelyk. / Tiragalo ya go fudusiwa ka dikgoka mo bokaong jwa Aforikaborwa e tlhagisa marara a a farologaneng ka ntlha ya dipatlisiso tse di lekanyeditsweng malebana le kgatelelo ya maikutlo e e amanang le morago ga go fudusiwa. Baagi ba Meetse-a-tala go tswa kwa Groenwater, kwa Kapabokone, ba itemogetse tiragalo ya go fudusiwa ka 1964 mme morago ga go kgaratlha dingwaga tse 25 go boela kwa lefatsheng la badimo ba bona, ba boetse ka 1999. Baagi ba ne ba solofetse gore lefatshe le tlaa ba neela ditlamelo tsotlhe tsa tlholego tse ba neng ba na natso fa ba tsamaya ka 1964, mme ka bomadimabe, e rile fa ba bowa, ba fitlhela le lebega le farologane thata. / Anthropology and Archaeology / M.A. (Anthropology)

English, Zulu and Northern Sotho summaries / This study aims to evaluate the Non-Ferrous Metals Crime Combating Committee's impact on combating copper cable theft in South Africa. Data was collected via in-depth interviews with awaiting trial detainees charged with copper cable theft at the Pollsmoor Correctional Centre in the Western Cape; members of the Mpumalanga and Gauteng Provincial Non-Ferrous Metals Crime Combating Committee; members of Business Against Crime South Africa; and investigators attached to Combined Private Investigations who investigate copper theft nationally. The in-depth interviews provided a comprehensive understanding of participant experiences relating to the impact of the Non-Ferrous Metals Crime Combating Committee on the combating of copper cable theft in South Africa. Moreover, the researcher performed a thorough literature study of the phenomenon locally and internationally. Research findings indicate shortcomings in the Non-Ferrous Metals Crime Combating Committee's effectiveness, limiting its impact on preventing copper cable theft. Based on these findings, the study recommends that the Non-Ferrous Metals Crime Combating Committee be replaced with a specialised South African Police Service Non-Ferrous Metals Theft Unit. Consequently, this study puts forward a set of recommendations proposing a systematic pro-active plan to address and minimise copper cable theft in South Africa. The proposed plan convincingly presents practical solutions to minimise copper cable theft and contributes to the current body of scholarship on copper cable theft in South Africa. / Inhloso yalolu cwaningo ukuhlola umthelela wohlelo lwe-Non-Ferrous Metals Crime Combating Committee mayelana nokuqedwa kokutshontshwa kwentambo yogesi (copper cable). Idatha iqoqwe ngokusebenzisa izinhlolovo ezijulile ezenziwa ngokusebenzisa iziboshwa eziboshelwe izintambo zikagesi ezisamele ukugwetshwa ejele lase Pollsmoor Correctional Centre ngaseNtshonalanga Kapa, amalunga eMpumalanga and Gauteng Provincial Non-Ferrous Metals Crime Combating Committee, amalunga eBusiness Against Crime South Africa kanye nabaphenyi abahambisana nophiko lweCombined Private Investigations oluphenya ukutshontshwa kwezintambo zikagesi ezweni lonke. Lezi zinhlolovo ezijulile zinikeze ulwazi olubanzi lwabadlalindima olumayelana nomthelela weNon-Ferrous Metals Crime Combating Committee mayelana nokuqedwa kokutshontshwa kwezintambo zikagesi. Ngaphezu kwalokho, umcwaningi wenze ucwaningo olunzulu lombhalo wobuciko mayelana nokutshontshwa kwezintambo zikagesi lapha ekhaya kanye nasemhlabeni wonke jikelele. Ulwazi olutholakele lukhombisa iziqi ezikhinyabeza ukusebenza kahle kweKomithi mayelana nokuvimbela umthelela walo mayelana nokutshontshwa kwezintambo zikagesi. Ngezizathu ezisuselwa phezu kwalolu lwazi, lolu cwaningo lubeka phambili isethi lezincomo ezinganceda iKomiti ekuqiniseni umthintela walo ngokuhlongoza uhlelo olugqugquzelayo lokunciphisa izinga lokutshontshwa kwezintambo zikagesi eNingizimu Afrika. Lolu hlelo oluhlongoziwe ngaphandle kokungabaza lwethula izixazululo ezenzeka empilweni yangempela ukunciphisa ukwetshiwa kwezintambo zikagesi kanti lokhu kunegalelo kwiziko lamanje futhi luqhubekisa iziko lamanje lwezifundo esimayelana nokwetshiwa kwezintambo zikagesi. / Maikemisetso a thutelo ye ke go lekola khuetso ya Komiti ya Twantsho ya Bosenyi bja Dimetale tse di Sego tsa Tshipi ka ga go lwantsha kutso ya megala ya koporo. Datha e kgobokeditswe ka mokgwa wa ditherisano tse di tseneletsego tseo di sepeditswego le mahodu a megala ya koporo ao a golegilwego ao a letetsego go sekiswa Senthareng ya Tshokollo ya Pollsmoor go la Kapa Bodikela, maloko a Diprofense tsa Mpumalanga le Gauteng a Komiti ya Twantsho ya Bosenyi bja Dimetale tse di sego tsa Tshipi, maloko a Dikgwebo tsa Kgahlanong le Bosenyi tsa Afrika Borwa le banyakisisi bao ba dirisanago le Dinyakisiso tsa Praebete tse Kopantswego tseo di nyakisisago kutso ya koporo kemong ya bosetshaba. Ditherisano tse di tseneletsego tse di file kwesiso ka botlalo ya maitemogelo a batseakarolo ye e sepelelanago le khuetso ya Komiti ya Twantsho ya Bosenyi bja Dimetale tse di sego tsa Tshipi ka ga go lwantsha kutso ya megala ya koporo. Gape, monyakisisi o dirile thutelo ya dingwalo ka botebo ya kutso ya megala ya koporo tikologong ya leagong le kemong ya boditshabatshaba. Dikhwetso tsa dinyakisiso di supa mafokodi ao a lebanego bokgoni bja Komiti tshitisong ya khuetso ya yona go kutso ya megala ya koporo. Go ya ka dikhwetso tse, thutelo ye e hlagisa sehlopha sa dikeletso tseo di ka thusago Komiti go tswetsa khuetso ya yona pele ka go sisinya leano la go itokisetsa seemo se ka diregago ka mokgwa wo o beakantswego go fokotsa kutso ya megala ya koporo ka Afrika Borwa. Leano leo le sisintswego le hlagisa ka mo go kgodisago ditharollo tse di ka phethagatswago go fokotsa kutso ya megala ya koporo ka gona la ba la seabe go le go tswetsa pele popego ya bjale ya borutegi ka ga kutso ya megala ya koporo. / Criminology and Security Science / Ph. D. (Criminal Justice)