Firm competitiveness is no longer an industry-specific or regional phenomenon, but it has evolved to have global impacts. The increase in intensity of regional and international competition, ineffectiveness of regional development policies and models has led to the focus on regional economic development. In particular, a focus on industrial cluster promotion, both in developed and developing countries has proliferated owing to their increased success as a sustainable source of economic growth and development. Industrial clusters are a geographically proximate group of inter-connected companies and associated institutions in a particular field, linked by commonalities and complementarities. In addition to industrial cluster formation, firms can also maintain competitiveness through internationalisation. Internationalisation ensures that firms are able to serve many markets from existing manufacturing bases without having to establish production plants in other markets. It reduces the over dependence on domestic markets and business risks associated with dependence on one market. This study identified industrial clusters for the North West Province (NWP) of South Africa using the Structural Path Analysis (SPA) method, as a strategy to enhance firm competitiveness. It contributes to the methods to identify industrial clusters by applying the Power of Pull (PoP) method to prioritise the number of clusters for the NWP. The ten identified industrial clusters and their respective PoP rankings were (i) communication; (ii) real estate; (iii) grain mill, bakery and animal feed products; (iv) building and other construction; (v) basic metal products; (vi) other food products; (vii) agriculture; (viii) non-metallic mineral products; (ix) trade; and (x) dairy products. This study identified the most important centres, in terms of the most contributions to output, employment and profit at the local municipal level across all the ten identified clusters. These centres were Madibeng, Rustenburg, City of Matlosana, Mafikeng and Ditsobotla. This indicates that efforts to stimulate cluster formation in this sector should be focused in these regions. This study also determined whether any association exists between the identified industrial clusters‟ products and services and the realistic export opportunities according to the DSM for products and the DSM for services. Four of the six product clusters were found to have REOs according to the DSM for products, namely grain mill, bakery and animal feeds products, agriculture, non-metallic mineral products and the basic metal products clusters. In terms of services, only two service clusters, namely communication and building and other construction services clusters, were found to have with REOs according to the DSM for services. This study further demonstrated the effects of industrial cluster formation on the regional economy, using social accounting matrix (SAM) multipliers. SAM multiplier analysis was used to demonstrate the output, employment, employment income and gross domestic product (GDP) supported by cluster formation for the NWP. The supported activity for the agriculture and trade clusters was less than the actual activity. The following clusters‟ supported activity was greater than the actual activity; communication; real estate; grain mill, bakery and animal feed products; building and other construction; basic metal products; other food products; non-metallic mineral products; and dairy products. The identified industrial clusters‟ REOs were explored further to provide more details on the products or services identified as having REOs. In addition, the countries to which the identified REOs (products and services) can be exported were discussed. In terms of product clusters identified to have REOs, the export potential values, cell classifications and market accessibility index scores were discussed. In terms of the service clusters identified as having REOs, countries, market access, market openness, import demand and cell classifications were discussed. / PhD (International Trade), North-West University, Potchefstroom Campus, 2014

The closure of a mine is an inevitable event in the lifecycle of a mining operation and one that can have massive environmental, social and economic consequences for mining communities in particular. The ultimate goal of mine closure should be sustainable development and, while adequate planning, risk assessment and goal setting influence the mine closure process, the relationships between stakeholders, especially those between mining companies and communities, lie at the heart of implementing sustainable closure. Mining communities are affected by nearby mining operations and, although they can enjoy the economic benefits of the industry, they also bear the brunt of the negative social and environmental impacts. The focus on sustainable development and corporate social responsibility in addition to the increased power of communities in recent years has forced mining companies to consider the interests of this stakeholder group. The community‟s perceptions and expectations of sustainable development can, however, differ from those of the mining company and have an influence on the stakeholder engagement process. The current study investigates the mining community of Kagiso‟s perceptions of sustainable development and the implications of these perceptions for the implementation of Mintails Mogale Gold Mine‟s approach to mine closure. Stakeholder engagement issues are brought to the fore and recommendations for improving the engagement between the mine and the community are proposed. / M (Development and Management), North-West University, Potchefstroom Campus, 2015

Firm competitiveness is no longer an industry-specific or regional phenomenon, but it has evolved to have global impacts. The increase in intensity of regional and international competition, ineffectiveness of regional development policies and models has led to the focus on regional economic development. In particular, a focus on industrial cluster promotion, both in developed and developing countries has proliferated owing to their increased success as a sustainable source of economic growth and development. Industrial clusters are a geographically proximate group of inter-connected companies and associated institutions in a particular field, linked by commonalities and complementarities. In addition to industrial cluster formation, firms can also maintain competitiveness through internationalisation. Internationalisation ensures that firms are able to serve many markets from existing manufacturing bases without having to establish production plants in other markets. It reduces the over dependence on domestic markets and business risks associated with dependence on one market. This study identified industrial clusters for the North West Province (NWP) of South Africa using the Structural Path Analysis (SPA) method, as a strategy to enhance firm competitiveness. It contributes to the methods to identify industrial clusters by applying the Power of Pull (PoP) method to prioritise the number of clusters for the NWP. The ten identified industrial clusters and their respective PoP rankings were (i) communication; (ii) real estate; (iii) grain mill, bakery and animal feed products; (iv) building and other construction; (v) basic metal products; (vi) other food products; (vii) agriculture; (viii) non-metallic mineral products; (ix) trade; and (x) dairy products. This study identified the most important centres, in terms of the most contributions to output, employment and profit at the local municipal level across all the ten identified clusters. These centres were Madibeng, Rustenburg, City of Matlosana, Mafikeng and Ditsobotla. This indicates that efforts to stimulate cluster formation in this sector should be focused in these regions. This study also determined whether any association exists between the identified industrial clusters‟ products and services and the realistic export opportunities according to the DSM for products and the DSM for services. Four of the six product clusters were found to have REOs according to the DSM for products, namely grain mill, bakery and animal feeds products, agriculture, non-metallic mineral products and the basic metal products clusters. In terms of services, only two service clusters, namely communication and building and other construction services clusters, were found to have with REOs according to the DSM for services. This study further demonstrated the effects of industrial cluster formation on the regional economy, using social accounting matrix (SAM) multipliers. SAM multiplier analysis was used to demonstrate the output, employment, employment income and gross domestic product (GDP) supported by cluster formation for the NWP. The supported activity for the agriculture and trade clusters was less than the actual activity. The following clusters‟ supported activity was greater than the actual activity; communication; real estate; grain mill, bakery and animal feed products; building and other construction; basic metal products; other food products; non-metallic mineral products; and dairy products. The identified industrial clusters‟ REOs were explored further to provide more details on the products or services identified as having REOs. In addition, the countries to which the identified REOs (products and services) can be exported were discussed. In terms of product clusters identified to have REOs, the export potential values, cell classifications and market accessibility index scores were discussed. In terms of the service clusters identified as having REOs, countries, market access, market openness, import demand and cell classifications were discussed. / PhD (International Trade), North-West University, Potchefstroom Campus, 2014

The closure of a mine is an inevitable event in the lifecycle of a mining operation and one that can have massive environmental, social and economic consequences for mining communities in particular. The ultimate goal of mine closure should be sustainable development and, while adequate planning, risk assessment and goal setting influence the mine closure process, the relationships between stakeholders, especially those between mining companies and communities, lie at the heart of implementing sustainable closure. Mining communities are affected by nearby mining operations and, although they can enjoy the economic benefits of the industry, they also bear the brunt of the negative social and environmental impacts. The focus on sustainable development and corporate social responsibility in addition to the increased power of communities in recent years has forced mining companies to consider the interests of this stakeholder group. The community‟s perceptions and expectations of sustainable development can, however, differ from those of the mining company and have an influence on the stakeholder engagement process. The current study investigates the mining community of Kagiso‟s perceptions of sustainable development and the implications of these perceptions for the implementation of Mintails Mogale Gold Mine‟s approach to mine closure. Stakeholder engagement issues are brought to the fore and recommendations for improving the engagement between the mine and the community are proposed. / M (Development and Management), North-West University, Potchefstroom Campus, 2015

Summary With the rise of the divorce rate and the decline of the nuclear family, boys are more frequently being deprived of a father-presence in their homes. The aim of this study was to qualitatively explore and describe boys' experiences of their relationships with their absent fathers. Three boys from different racial and cultural groups were chosen as case studies and worked with from a Gestalt Play Therapy Perspective. Data was gathered from the therapeutic sessions, as well as from semi structured interviews with the childcare workers of the boys. The findings of the study appear to concur with existing literature, namely that boys with absent fathers experience difficulties in the areas of emotional, social, cognitive and moral development. Recommendations are made as to how boys with absent fathers may best be supported. Opsomming Met die toename in egskeidings en die afname van nukleêre gesinne, word daar gevind dat seuns meer dikwels die teenwoordigheid van die vader in die huis ontneem word. Die doel van hierdie studie is `n kwalitatiewe ondersoek en beskrywing van seuns se ervaring van hulle verhouding met hulle afwesige vaders. Drie seuns van erskillende rasse- en kulturele groepe is gekies vir die gevallestudies en vanuit `n Gestalt Spelterapeutiese perspektief is met hulle gewerk. Data is versamel vanuit die terapeutiese sessies sowel as vanuit semigestruktureerde onderhoude met die seuns se kinderoppassers. Die bevindinge van die studie blyk ooreen te stem met bestaande literatuur, naamlik dat seuns met afwesige vaders probleme ondervind ten opsigte van emosionele, sosiale, kognitiewe en morele ontwikkeling. Aanbevelings word gemaak oor hoe om dié seuns ten beste te ondersteun. / SOCIAL WORK / MDIAC (PLAY THERAPY)

Preschool children play an active role in their own development through their interaction with the environment that takes place in the form of unstructured play. Unstructured play is a creative expression of preschool children’s physical, cognitive, social and emotional self and creates opportunities to learn important skills and values necessary for the mastery of their world. The researcher became aware, from practical experience as a social worker in private practice, of more and more preschool children who are exposed to structured play with the aim to promote their development. This aspect can contribute towards preschool children not developing in a natural manner that will lead to the devaluation of unstructured play. The overall objective of this study was to explore and describe parents’ perceptions of the value of unstructured play for their preschool children in order to make recommendations to professionals offering parental guidance to parents, with regards to the value of unstructured play for preschool children. A qualitative phenomenological research design was adopted to explore and describe parents’ perceptions and experiences of unstructured play. Two focus group discussions were conducted and two main themes were identified by analysing the data. The main themes are participants’ perception of the value of unstructured play and participants’ choice in respect of unstructured versus structured play. The conclusion drawn by the researcher is that parents are aware of the valuable contribution of unstructured play towards their preschool children’s development. However, participants argue that certain external factors contribute to their choice of structured play over unstructured play to promote their preschool children’s development. / Thesis (MSW)--North-West University, Potchefstroom Campus, 2013

This study focuses on listening and auditory skills of Grade R learners. The researcher wanted to establish the state of these skills, and whether they influence the scholastic achievement of learners. Literature study was done, and literature indicates that listening skills are a prerequisite for language proficiency. Listening is a skill that has to be mastered before a child can learn to speak. Listening is essential for all learning, and also determines the success of learning in the formal school system. Cognitive development of the Grade R learner, which is a complex interaction among psychological, environmental and genetic factors, is also considered. Factors which influence auditory perception are emphasized and supported by the literature, as is the importance of good auditory skills. A literature study on brain development is also executed. The brain is the most complex organ in the human body and that cognitive development is seated in the brain. The study indicates the importance of correct stimulation and the acquisition of skills during the first eight years of a child’s life. School readiness, auditory perception and listening skills of the school entrant are considered. Listening skills as well as perceptual skills are skills needed for school readiness and will be discussed. The researcher utilised the mixed method for the empirical investigation, and data were interpreted from the Interpretivistic paradigm. Questionnaires to practising Grade R educators (n=20) determined the state of listening and auditory skills of current Grade R learners in the Kenneth Kaunda district in the Potchefstroom area. This was the qualitative part of the data collection. For quantitative data collection, school readiness tests (n=500) used during the past ten years from a specific pre-primary school in above mentioned district, were utilised. The test used in this study is the “Standardised School Readiness Test” of dr. S le Roux. By the statistical processing of the tests the researcher wanted to determine the state of listening and auditory skills of Grade R learners during the past ten years; whether a decrease is indicated by the statistics, and whether listening and auditory skills only make a difference according to year groups. This could, however, not be proven statistically. The educators who completed the questionnaires indicated significantly that listening and auditory skills of learners have decreased during the past few years. The researcher interprets the phenomenon as a result of the amount of learners in a class. Class ratio may have an influence, since only four to six learners are tested at a time with the school readiness test as opposed to 24 – 30 learners in a Grade R class. The researcher wanted to establish whether listening and auditory skills play a determining role in school readiness and scholastic achievement. According to literature and empirical research, listening and auditory skills do in fact play a determining role in scholastic achievement. If learners are unable to listen, they cannot learn to read and their reading comprehension is poor. All above factors contribute to learners not being ready for school when commencing Grade 1. If attention is given to the development of auditory perceptual skills as well as good listening skills of learners in the Grade R phase, the future Annual National Assessment (ANA) results of Grade 3 learners may be influenced positively. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

Preschool children play an active role in their own development through their interaction with the environment that takes place in the form of unstructured play. Unstructured play is a creative expression of preschool children’s physical, cognitive, social and emotional self and creates opportunities to learn important skills and values necessary for the mastery of their world. The researcher became aware, from practical experience as a social worker in private practice, of more and more preschool children who are exposed to structured play with the aim to promote their development. This aspect can contribute towards preschool children not developing in a natural manner that will lead to the devaluation of unstructured play. The overall objective of this study was to explore and describe parents’ perceptions of the value of unstructured play for their preschool children in order to make recommendations to professionals offering parental guidance to parents, with regards to the value of unstructured play for preschool children. A qualitative phenomenological research design was adopted to explore and describe parents’ perceptions and experiences of unstructured play. Two focus group discussions were conducted and two main themes were identified by analysing the data. The main themes are participants’ perception of the value of unstructured play and participants’ choice in respect of unstructured versus structured play. The conclusion drawn by the researcher is that parents are aware of the valuable contribution of unstructured play towards their preschool children’s development. However, participants argue that certain external factors contribute to their choice of structured play over unstructured play to promote their preschool children’s development. / Thesis (MSW)--North-West University, Potchefstroom Campus, 2013

This study focuses on listening and auditory skills of Grade R learners. The researcher wanted to establish the state of these skills, and whether they influence the scholastic achievement of learners. Literature study was done, and literature indicates that listening skills are a prerequisite for language proficiency. Listening is a skill that has to be mastered before a child can learn to speak. Listening is essential for all learning, and also determines the success of learning in the formal school system. Cognitive development of the Grade R learner, which is a complex interaction among psychological, environmental and genetic factors, is also considered. Factors which influence auditory perception are emphasized and supported by the literature, as is the importance of good auditory skills. A literature study on brain development is also executed. The brain is the most complex organ in the human body and that cognitive development is seated in the brain. The study indicates the importance of correct stimulation and the acquisition of skills during the first eight years of a child’s life. School readiness, auditory perception and listening skills of the school entrant are considered. Listening skills as well as perceptual skills are skills needed for school readiness and will be discussed. The researcher utilised the mixed method for the empirical investigation, and data were interpreted from the Interpretivistic paradigm. Questionnaires to practising Grade R educators (n=20) determined the state of listening and auditory skills of current Grade R learners in the Kenneth Kaunda district in the Potchefstroom area. This was the qualitative part of the data collection. For quantitative data collection, school readiness tests (n=500) used during the past ten years from a specific pre-primary school in above mentioned district, were utilised. The test used in this study is the “Standardised School Readiness Test” of dr. S le Roux. By the statistical processing of the tests the researcher wanted to determine the state of listening and auditory skills of Grade R learners during the past ten years; whether a decrease is indicated by the statistics, and whether listening and auditory skills only make a difference according to year groups. This could, however, not be proven statistically. The educators who completed the questionnaires indicated significantly that listening and auditory skills of learners have decreased during the past few years. The researcher interprets the phenomenon as a result of the amount of learners in a class. Class ratio may have an influence, since only four to six learners are tested at a time with the school readiness test as opposed to 24 – 30 learners in a Grade R class. The researcher wanted to establish whether listening and auditory skills play a determining role in school readiness and scholastic achievement. According to literature and empirical research, listening and auditory skills do in fact play a determining role in scholastic achievement. If learners are unable to listen, they cannot learn to read and their reading comprehension is poor. All above factors contribute to learners not being ready for school when commencing Grade 1. If attention is given to the development of auditory perceptual skills as well as good listening skills of learners in the Grade R phase, the future Annual National Assessment (ANA) results of Grade 3 learners may be influenced positively. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

In 2001 the first Human Resource Development Strategy of South Africa (HRDSA) was implemented. The lack of institutional arrangements, structures, procedures, processes and capacity and the location of the HRDSA, 2001, at both the then Departments of Education and Labour, severely hampered the implementation and effective functioning of the Strategy. This study aims to find solutions to the main implementation difficulties experienced with the HRDSA, 2001, in order to ensure increased performance regarding the strategic priorities of the revised HRDSA, 2010 – 2030. An empirical study was conducted to determine potential challenges pertaining to the implementation of the revised HRDSA. Interviews were conducted with senior officials and experts at relevant national departments and with the Gauteng Provincial Government and social partners and relevant stakeholders, including organised labour and organised business. Questionnaires distributed among human resource development (HRD) practitioners addressed matters pertaining to possible solutions with regard to the appropriate location of the HRDSA, challenges in implementing the HRDSA, capacity needs, appropriate governance structures, political support and budgetary constraints. Best practice for the implementation of a national HRD strategy in a number of countries is outlined and discussed with a view to benchmarking the HRDSA and learning from the mistakes made by them in the implementation of their national HRD strategies. Based on these lessons learnt by those countries, and valuable information gathered through the results obtained from the questionnaires and interviews, recommendations are made to support the successful implementation of the revised HRDSA. The recommendations are focused on the effective, efficient, economic and sustainable implementation of the revised HRDSA commitments, strategic priorities, strategic objectives, programmes and projects to improve social and economic growth, as well as HRD, human development (HD) and accelerated quality service delivery in South Africa. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2011.