Inligting en kommunikasietegnologie (IKT) vorm ‘n belangrike komponent van effektiewe onderrig en leer. Ten spyte van die gedokumenteerde voordele wat IKT vir onderrig en leer inhou, bly IKT–integrering in skole steeds gebrekkig. Die implementering van IKT om onderrig en leer oor ‘n wye reeks van leerareas te bevorder en uit te brei, blyk ‘n groot uitdaging by meeste skole te wees. Faktore soos fiskale verpligtinge, ruimtelike hindernisse, ondoeltreffende en gebrekkige infrastruktuur en swak koördinering ondermyn meeste pogings tot effektiewe en volhoubare IKT–gebruik. Onderwysers wat begin het om IKT in hul onderrigpraktyke toe te pas, verlang verskillende vorms van ondersteuning, insluitend die van tegniese en implementeringsondersteuning. Die SITES modules help om die pad na volhoubare IKT–gebruik in Suid–Afrika aan te dui deur die vernaamste studies plaaslik en internasionaal uiteen te sit, beste praktyke te beklemtoon en die noodsaaklikheid van tegnologiekoördineerders te bevestig. Die doel van die navorsing is gefokus op die rol wat die tegnologiekoördineerder vertolk in die implementering en benutting van IKT in Suid Afrikaanse skole. Hierdie inligting kan nuttig wees om huidige onderrig en leerpraktyke in oënskou te neem en om ingeligte besluite rakende effektiewe en volhoubare IKT–gebruik in onderrig en leer te neem. Die studie is gebaseer op die bevindinge van die derde SITES studie (SITES 2006), wat ‘n internasionale kwantitatiewe opname oor die pedagogiese praktyke en gebruike van IKT met betrekking tot die 21ste eeuse leervaardighede in skole. Die studie het ‘n SDA metodologie van die Suid Afrikaanse tegnologiekoördineerders gevolg. Aangesien Suid–Afrika aan al drie studies deelgeneem het kon uit die literatuur longitudinale tendense aangedui word met betrekking tot IKT–gebruik in Suid–Afrikaanse skole. Tydens die SDA is beskrywende statistiek uitgevoer en kruistabulerings bereken om betekenisvolle korrelasies tussen veranderlikes te bepaal. Alhoewel meeste tegnologiekoördineerders aangetoon het dat die gebruik van IKT relevant is binne hulle skole, is die vlak van IKT–gebruik binne vakverband besonder laag weens talle struikelblokke wat die gebruik van IKT in skole belemmer. Daar is ‘n beperkte hoeveelheid rekenaars en skootrekenaars beskikbaar per skool. By die meeste skole tree onderwysers op as tegnologiekoördineerders wat ook dan verantwoordelikheid aanvaar vir die instandhouding van die rekenaars. Die tegnologiekoördineerder se pligte en verantwoordelikheid bestaan hoofsaaklik uit die onderrig van ander vakke en relatief min tyd word gewy aan IKTkursusse vir leerders en onderwysers, en juis daarom is die formele rol wat die tegnologiekoördineerder vertolk betreklik laag. Hoewel onderwysers in die meeste skole optree as tegnologiekoördineerders, ontvang hulle kommerwekkend min professionele onderwysersontwikkeling (POO). Die studie toon aan dat onderwysers onvoldoende tegniese ondersteuning ontvang. Tegnologiekoördineerders het betreklik min periodes per week tot hul beskikking om IKT–ondersteuning aan te bied. Prakties betekenisvolle korrelasies tussen die gebruik van IKT in die onderrig en leer van leerareas hang af van die beskikbaarheid van IKT–toerusting. Die gebruik van IKT in die onderrig en leer van leerareas, is in ‘n sekere mate afhanklik van die beskikbaarheid van IKT ondersteuning vir meeste van die verskillende aktiwiteite wat by skole plaasvind. Vir effektiewe en volhoubare IKT–gebruik is dit belangrik dat die onderwysers tegniese– en POO ontvang en dit sal vereis dat die tegnologiekoördineerder ‘n meer prominente rol vervul in Suid Afrikaanse skole. Tegnologiekoördineerders speel ‘n toonaangewende rol in die koördinering, instandhouding, ondersteuning en bemagtiging van fasiliteite en gebruikers by onderwysinstellings. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.

This mini–dissertation addresses the management of the potable water supply in the Mkhwanazi Tribal Authority's area of jurisdiction. The main objectives of the study were to determine the organisational structures and public policies governing the potable water supply in the uMhlathuze Local Municipality with a view to establishing the factors that hinder the provision of potable water to some parts of the Mkhwanazi Tribal Area and also determine how the present potable water situation is perceived by the MTA residents. The Mkhwanazi Tribal Authority's area of jurisdiction is predominantly a residential area for the Zulu speaking people under the uMhlathuze Local Municipality's area of responsibility in the Province of KwaZulu–Natal. The organisational structures governing the potable water supply in the MTA identified in the study are the ULM comprising of the Municipal Council and the administrative; Integrated Development Plan; Water Services Provider; Water Committee; and the Mkhwanazi Tribal Council. The provision of potable water in the MTA is regulated through the UMhlathuze Water Services By–Laws which are based on the standards of basic water and sanitation in terms of the White Paper on Reconstruction and Development Programme (RDP) (SA, 1994:17). The study established that the challenges affecting the potable water supply are the lack of funds in the Municipality, rising water demand, human capacity and water loss. The MTA residents appreciate the current potable water supply by the ULM but have a negative attitude towards paying for water services because they consider water as a natural resource that must be freely supplied to them by the Government. Therefore, the study recommended that water awareness campaigns be conducted regularly amongst the MTA community to raise the importance of having potable water in the community. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2012.

Inligting en kommunikasietegnologie (IKT) vorm ‘n belangrike komponent van effektiewe onderrig en leer. Ten spyte van die gedokumenteerde voordele wat IKT vir onderrig en leer inhou, bly IKT–integrering in skole steeds gebrekkig. Die implementering van IKT om onderrig en leer oor ‘n wye reeks van leerareas te bevorder en uit te brei, blyk ‘n groot uitdaging by meeste skole te wees. Faktore soos fiskale verpligtinge, ruimtelike hindernisse, ondoeltreffende en gebrekkige infrastruktuur en swak koördinering ondermyn meeste pogings tot effektiewe en volhoubare IKT–gebruik. Onderwysers wat begin het om IKT in hul onderrigpraktyke toe te pas, verlang verskillende vorms van ondersteuning, insluitend die van tegniese en implementeringsondersteuning. Die SITES modules help om die pad na volhoubare IKT–gebruik in Suid–Afrika aan te dui deur die vernaamste studies plaaslik en internasionaal uiteen te sit, beste praktyke te beklemtoon en die noodsaaklikheid van tegnologiekoördineerders te bevestig. Die doel van die navorsing is gefokus op die rol wat die tegnologiekoördineerder vertolk in die implementering en benutting van IKT in Suid Afrikaanse skole. Hierdie inligting kan nuttig wees om huidige onderrig en leerpraktyke in oënskou te neem en om ingeligte besluite rakende effektiewe en volhoubare IKT–gebruik in onderrig en leer te neem. Die studie is gebaseer op die bevindinge van die derde SITES studie (SITES 2006), wat ‘n internasionale kwantitatiewe opname oor die pedagogiese praktyke en gebruike van IKT met betrekking tot die 21ste eeuse leervaardighede in skole. Die studie het ‘n SDA metodologie van die Suid Afrikaanse tegnologiekoördineerders gevolg. Aangesien Suid–Afrika aan al drie studies deelgeneem het kon uit die literatuur longitudinale tendense aangedui word met betrekking tot IKT–gebruik in Suid–Afrikaanse skole. Tydens die SDA is beskrywende statistiek uitgevoer en kruistabulerings bereken om betekenisvolle korrelasies tussen veranderlikes te bepaal. Alhoewel meeste tegnologiekoördineerders aangetoon het dat die gebruik van IKT relevant is binne hulle skole, is die vlak van IKT–gebruik binne vakverband besonder laag weens talle struikelblokke wat die gebruik van IKT in skole belemmer. Daar is ‘n beperkte hoeveelheid rekenaars en skootrekenaars beskikbaar per skool. By die meeste skole tree onderwysers op as tegnologiekoördineerders wat ook dan verantwoordelikheid aanvaar vir die instandhouding van die rekenaars. Die tegnologiekoördineerder se pligte en verantwoordelikheid bestaan hoofsaaklik uit die onderrig van ander vakke en relatief min tyd word gewy aan IKTkursusse vir leerders en onderwysers, en juis daarom is die formele rol wat die tegnologiekoördineerder vertolk betreklik laag. Hoewel onderwysers in die meeste skole optree as tegnologiekoördineerders, ontvang hulle kommerwekkend min professionele onderwysersontwikkeling (POO). Die studie toon aan dat onderwysers onvoldoende tegniese ondersteuning ontvang. Tegnologiekoördineerders het betreklik min periodes per week tot hul beskikking om IKT–ondersteuning aan te bied. Prakties betekenisvolle korrelasies tussen die gebruik van IKT in die onderrig en leer van leerareas hang af van die beskikbaarheid van IKT–toerusting. Die gebruik van IKT in die onderrig en leer van leerareas, is in ‘n sekere mate afhanklik van die beskikbaarheid van IKT ondersteuning vir meeste van die verskillende aktiwiteite wat by skole plaasvind. Vir effektiewe en volhoubare IKT–gebruik is dit belangrik dat die onderwysers tegniese– en POO ontvang en dit sal vereis dat die tegnologiekoördineerder ‘n meer prominente rol vervul in Suid Afrikaanse skole. Tegnologiekoördineerders speel ‘n toonaangewende rol in die koördinering, instandhouding, ondersteuning en bemagtiging van fasiliteite en gebruikers by onderwysinstellings. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.

Thesis (doctoral)--Uppsala Universitetet, 1988. / Includes bibliographical references (p. 119-132).

Text in Afrikaans, abstract in Afrikaans and English / Wanneer psigometriese toetsing op groepe uit verskillende sosio-ekonomiese agtergronde toegepas word, presteer individue uit agtergeblewe omgewings swakker as bulle ewekniee uit meer ontwikkelde omgewings. Hierdie individue se toegang tot hoofstroom loopbaangeleenthede word dikwels bemoeilik as gevolg van die beperking. Die leerpotensiaal benadering word aangebied as belowende alternatief om die probleem, wat 'n sosio-ekonomiese oorsprong het, te oorbrug. Die resultate van die studie bewys die stelling gedeeltelik waar, maar met buitengewone inspanning. In die finale ontleding van die resultate is dit duidelik dat die verbeterde voorspelling eerder toegeskryf kan word aan die optimale vlak van ontwikkeling wat die individu bereik net voor die toetsing, en nie soseer sy/haar leerpotensiaal nie. / Applying psychometric tests to groups from different socio-economical backgrounds, inevitably result in the individuals from deprived backgrounds performing noteably poorer than their counterparts from more developed backgrounds. These individuals also find enterance to the mainstream careers difficult because of this restriction. The learning potential approach to assessment is presented as a promising alternative to overcome the problem that is related to the socio-economic background of the individual. The results of this study partly confirm the value of the learning potential approach, but only with extra-ordinary effort. In the final analysis of the results it is clear that the improved predictive accuracy was rather due to the optimal level of development the individuals reached just before the testing, and not so much their learning potential. / Psychology / M. Sc. (Sielkunde)

Die voorbestaan van die mensdom is nou verweef met die toestand waarin die omgewing verkeer. Menslike aktiwiteite het 'n groot impak op die omgewing, terwyl die omgewing weer die mens se lewensgehalte bepaal. Hierdie studie is dan daarop gemik om deur omgewingsopvoeding, die mens te lei tot omgewingsgesonde gedrag met die oog op volhoubare ontwikkeling. Ten einde hierin te slaag, word die verskillende omgewingsprobleme en die redes daarvoor eers uitgeklaar. Daarna word die faktore wat tot omgewingsagteruitgang kan lei, ondersoek. Hieruit blyk duidelik <lat die wereld en die RSA, in die toekoms digter bevolk, meer besoedel, ekologies minder stabiel en daarom meer gevoelig vir natuurrampe gaan word. Soos uit die proefskrif sal blyk kan omgewingsopvoeding 'n positiewe bydrae tot bierdie omgewingsprobleme lewer. Om daarby uit te kom word daar dus eers 'n kort bistoriese oorsig van omgewingsopvoeding gegee. Die rol en bydrae wat enkele internasionale organisasies tot omgewingsbewustheid gelewer het, word ondersoek. Daar word 'n oorsig gegee van verwikkelinge in die RSA en die invloed van die Aardeberaad op omgewingsopvoeding in die RSA, word ontleed. Ten einde outentieke omgewingsopvoeding te vergestalt word aanvaar <lat die mens met sy geboorte in 'n wereld gewerp word waaraan hy slegs met sy dood kan ontsnap. In hierdie gesitueerdheid in die wereld as leefnrimte, moet hy sin aan sy bestaan gee, terwyl hy ook 'n poging moet aanwend om die omgewing te verbeter, as voorsorg vir die oorlewing van toekomstige geslagte. Met inagneming van die opvoedings- en omgewingsrelasie waarin die mens tot sy omgewing staan, word die essensiele kenmerke van omgewingsopvoeding blootgele, ten einde moontlikheidsvoorwaardes te stel vir outentieke omgewingsopvoeding. Besondere Idem word gele op omgewingsgedrag wat volhoubaarheid nastreef. Dit alles kulmineer in omgewingsgesonde gedrag wat as oorkoepelende doelstelling vir omgewingsopvoeding gestel word. Omdat die mens se gedrag teenoor die omgewing bepaal word deur sy omgewingsetiek, word drie verskillende benaderings tot omgewingsetiek onderskei. Klem word gele op die noodsaak van omgewingsgeletterdheid. Ten einde die mens se optrede teenoor die omgewing te probeer verstaan, word drie omgewingsgedragstyle ontleed. Twee wetenskaplike aardgenese-hipoteses word beskryf vir verdere duidelikheid oor omgewingsgedrag. Aan die einde van die studie, word enkele beginsels gestel wat kan lei tot die ontwikkeling van omgewingsgesonde gedrag met die oog op volhoubare voortbestaan. / Mankind's survival is interwoven with the state of the environment. Human activities have a great impact on the environment, while the environment, again, determines the quality of man's life. This study aims to aid mankind, through environmental education, to environmentally sound behaviour with an eye on sustainable development. To attain this, the different environmental problems and their causes, are sorted out first. Then the factors that can lead to environmental degradation are investigated. From this it is quite clear that in the future, the world and the RSA will be more densely populated, become more polluted, be ecologically less stable and will therefore be more sensitive to natural disasters. Because environmental education can make a positive contribution to this, a short historical survey of environmental education is given. The role and contribution of some international organisations is investigated. Developments in the RSA are surveyed and the influence of the Earth Summit on environmental education in the RSA is analysed. At birth, mankind is thrown into a world from where he can escape only at death. In this world in which he has to stay, he must give meaning to his existence, while also trying to improve the environment to guarantee the survival of coming generations. Bearing in mind the educational and environmental relationship between any human being and his environment, the essential characteristics of environmental education are exposed in order to set possible conditions for authentic environmental education. Special emphasis is placed on environmental behaviour aimed at sustainablility. All this culminates in environmentally sound behaviour that acts as the overall aim for environmental education. Because man's environmental ethic determines his behaviour towards the environment, three different approaches to environmental ethics are distinguished. Emphasis is placed on the necessity for environmental literacy. In order to try to understand man's behaviour towards the environment, three styles of environmental behaviour are analysed. For further clarification of environmental behaviour, two scientific earth genesis hipotheses are also described. In conclusion, this study leads to certain principles that can lead to the development of environmentally sound behaviour aimed at the sustainable survival of mankind. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

Text in Afrikaans / The goal with the research is firstly is to study and theoretically describe the interpersonal style repertoire of middle level managers according to the interpersonal approach and more specifically the 1982 Interpersonal Circle. Secondly the interpersonal development interventions and the development process for middle level managers were discussed from this approach. The third theoretical goal involved compiling a interpersonal development programme for middle level managers. The empirical goals of the research involved the evaluation of the interpersonal style repertoires of middle level managers by means of self and fellow manager evaluations in an attempt to get an indication of the most prominent interpersonal styles of middle level managers. Furthermore the empirical investigation involved an analysis of the influence of the interpersonal development programme in expanding the interpersonal style repertoires of middle level managers. The results of the self evaluations suggest that the warm-friendly, deferent-trusting, assureddominant and sociable-exhibitionistic styles are the primary styles of the 263 middle managers in the sample. Their evaluations by the 82 fellow managers seem to indicate that the warmfriendly, assured-dominant, deferent-trusting, and sociable-exhibitionistic styles are the most prominent interpersonal styles of middle level managers. Although these results seem to correspond to the teoretically applicable style repertoires of middle level managers the scores were all below average. XIV With the interpersonal development programme an attempt was made to make the group of 32 managers aware of their own interpersonal style repertoires and to provide them with the opportunity to study the way in which these are used in interpersonal transactions during a experiential learning experience. The development interventions, process and the influence of the development programme are also discussed. / Die doel met hierdie navorsmg is eerstens om die interpersoonlike stylrepertoire van middelvlakbestuurders aan die hand van die interpersoonlike benadering en meer spesifiek 1982 Interpersoonlike Sirkel, te bestudeer en teoreties te beskryf. Tweedens is die interpersoonlike ontwikkelingsintervensies en -ontwikkelingsproses vir middelvlakbestuurders vanuit die benadering beskryf. Die derde teoretiese doelstelling het die samestelling van 'n interpersoonlike ontwikkelingsprogram vir middelvlakbestuurders behels. Wat die empiriese doelstellings in die navorsing betref, is die interpersoonlike stylrepertoire van middelvlakbestuurders deur middel van self- en medebestuurderevaluasies geevalueer om sodoende 'n aanduiding van die mees prominente interpersoonlike style van middelvlakbestuuders te kry. Verder het die empiriese ondersoek ook 'n ontleding van die invloed van die interpersoonlike ontwikkelingsprogram op die uitbreiding van middelvlakbestuurders se interpersoonlike style ingesluit. Die resultate van hulle selfevaluasies suggereer <lat die warm-vriendelik, geleidend-vertrouend, versekerd-dominant en sosiaal-ekshibisionistiese style die primere interpersoonlike style van die steekproef van 263 middelvlakbestuurders is. Wat die resultate van die evaluasies van die 82 medebestuurders betref, blyk dit dat die warm-vriendelik, versekerd-dominant, geleidendvertrouend en sosiaal-ekshibisionistiese style as die mees prominente style is. XVI Alhoewel hierdie resultate in 'n groot mate met die teoereties-toepaslike stylrepertoire van middelvlakbestuurders ooreenstem, was al die tellings ondergemiddeld. Met die interpersoonlike ontwikkelingsprogram is daar gepoog om 'n bewustheid by 'n groep van 32 bestuurders van hulle eie interpersoonlike stylrepertoire te kweek, en om hulle die geleentheid te bied om die interpersoonlike transakies waarin die style na vore tree, tydens 'n eksperimentele leerondervinding te bestudeer. Die gedragsontwikkelingsintervensies, die gedragsontwikkelingsproses en die invloed van die ontwikkelingsprogram word ook bespreek / Industrial and Organisational Psychology / D. Com (Bedryfsielkunde)

As in the case of many other local and overseas teacher-training institutions the Postgraduate Certificate of Education programme (PGCE) at the University of Pretoria is a model rich in experience. In this model 60% of the time is devoted to a school-based programme and 40% to the university-based programme. The school-based programme is presented in association with schools. The student teacher is placed in a school for a period of seven weeks and assigned to a teacher who acts as the mentor teacher. The mentor teacher serves as a the link between teaching theory and subject content and also plays a major role in the contextualisation of the classroom learning experiences. The university prescribes various tasks: mentor teacher have to stimulate the inquiry skills and reflective practices of student teachers, manage meta-communication across situation and role, manage learning tasks and create a safe and challenging learning environment to the students. The mentor teacher should therefore not only be a subject specialist in his or her field of specialisation but should also create the opportunity for student teachers to maximise their potential. In this study the focus is on the experience of the teacher taking up the role of a mentor teacher. To fulfil the role of mentor teacher implies that an exchange of identity needs to take place from teacher identity to mentor teacher identity. This prompted the following research question: What is the identity image of a mentor teacher? With subsidiary questions as <ul> <li>What are the identifying characteristics of a mentor? </li> <li>What are the identifiable dynamic processes or stressful situations that have an impact on the identity formation of a mentor?</li></ul> The research could be identified as qualitative in the interpretative paradigm. Data were collected by means of open-ended questionnaires and in-depth interviews with selected mentor teachers and student teachers. The student teachers assigned to the selected mentors were automatically included in the study. The study was repeated for over a period of three terms, each term with two different teachers and student teachers. To analyse the data, Gee’s (2000-2001) four perspectives of identity, namely nature-identity, institution-identity, discourse-identity and affinity-identity, were used as analytical framework. The results disclosed many indicators supportive of mentor-identity but no fixed mentor-identity emerged. However, the characteristics, functions and responsibilities of a successful mentor in this case study were identified. These characteristics, functions and responsibilities defining the identity of a mentor teacher, could support the school in selecting teachers to take up the role of mentor teachers. In an extended school-based teaching practice the quality of the experience, in most cases, depends on the mentor teachers' beliefs and attitude towards the task. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

Abstracts in English, Afrikaans and Zulu / This study attempts to analyse the key FDI determinants in African countries using annual data for the period from 2003 to 2015. It firstly, gives the introduction and the background of FDI. Secondly, it provides both theoretical and empirical literature review on the key FDI determinants. Based on the literature review, the pre-estimation diagnostics (correlation analysis, descriptive statistics and mean and overall mean analysis), panel root tests, panel co-integration tests, main data analysis (fixed effects, random effects, pooled OLS, fully modified OLS and dynamic GMM) and robustness tests using the lagged variable approach were conducted to analyse the key FDI variables. Main data analysis indicated that the lag of FDI had a significant positive impact on FDI. The empirical results revealed that human capital development, infrastructure, growth rate, trade openness, natural resources, financial development, unemployment, exchange rate, government final consumption expenditure and population are the key FDI determinants in African countries. The robustness tests using the lagged variable approach were estimated to analyse if there is a causal relationship FDI and other variables such GDP, random effects revealed that there is uni-directional causality from GDP growth to FDI. Additionally, FDI was found to have been negatively but non-significantly affected by economic growth under the pooled OLS. / Hierdie studie poog om die sleuteleterminante van buitelandse direkte investering (BDI) in Afrikalande te ontleed deur gebruikmaking van jaarlikse data vir die tydperk 2003 tot 2015. Eerstens stel dit BDI bekend en verskaf ’n agtergrond daarvoor. Tweedens bied dit sowel ’n teoretiese as empiriese literatuuroorsig van die belangrikste BDI-determinante. Op grond van die literatuuroorsig is die volgende uitgevoer om die belangrikste BDI-veranderlikes te ontleed: voorskattingsdiagnostiek (korrelasieontleding, beskrywende statistiek en ontleding van gemiddelde en algehele gemiddelde), paneelworteltoetse, paneelkoïntegrasietoetse, hoofdataontleding (vaste effekte, ewekansige effekte, saamgevoegde gewone kleinste kwadrate [GKK], volledig gewysigde GKK en dinamiese veralgemeende momentemetode [VMM]) en robuustheidstoetse deur gebruikmaking van die gesloerdeveranderlike-benadering. Hoofdataontleding het aangedui dat die naloop van BDI ’n beduidende positiewe uitwerking op BDI het. Die empiriese resultate het aan die lig gebring dat mensekapitaalontwikkeling, infrastruktuur, groeikoers, handelstoegang, natuurlike hulpbronne, finansiële ontwikkeling, werkloosheid, wisselkoers, die staat se finale verbruiksbesteding en bevolking die belangrikste BDI-determinante in Afrikalande is. Die robuustheidstoetse deur gebruikmaking van die gesloerdeveranderlike-benadering het ten doel gehad om te ontleed of ’n kousale verband tussen BDI en ander veranderlikes soos BBP bestaan. Ewekansige effekte het getoon dat daar eenrigtingkousaliteit van BBP-groei na BDI is. Daarbenewens is bevind dat BDI negatief maar niebeduidend geraak is deur ekonomiese groei ingevolge die saamgevoegde GKK. / Lolu cwaningo luzama ukuhlaziya izinto ezinquma ngotshalo-mali lwamanye amazwe oluqonde ngqo olwaziwa ngokuthi yi-foreign direct investment (FDI) emazweni ase-Afrika ngokusebenzisa idata yonyaka yesikhathi sokusukela ngo 2003 ukuya ku 2015. Okokuqala, lwethula nokuhllinzeka ngesendlalelo nge-FDI. Okwesibili, luhlinzeka ngokubuyekeza imibhalo yethiyori kanye nobufakazi ngezinto ezibalulekile ezinquma nge-FDI. Ngokulandela imibhalo ebuyekeziwe, isilinganiso sokubonwa kwezimbangela okwaziwa nge-pre-estimation diagnostics (correlation analysis, descriptive statistics kanye ne-mean ne-overall mean analysis), uhlolo lwe-panel root tests, uhlolo lwe-panel cointegration tests, kanye nohlaziyo lwe-main data analysis (fixed effects, random effects, i-pooled ordinary least squares [OLS], i-fully modified OLS kanye ne-dynamic generalised method of moments [GMM]. kanye nohlolo olujulile ngokusebenzisa inqubo ye-lagged variable approach kwaqhutshwa ukuhlaziya izinto ezibalulekile ezinquma ngama-FDI variables. Uhlaziyo lwe-data enkulu lukhombise ukusalela emuva kwe-FDI kube nomphumela omuhle kwi-FDI. Imiphumela yobufakazi bocwaningo ikhombise ukuthi ukuthuthuka kwabantu, ingqalasizinda, izinga lokukhula komnotho, ukuvuleka kwezokuhwebelana, imithombo yemvelo, intuthuko yezezimali, ukusweleka kwemisebenzi, izinga lokushintshiselana ngezimali, izindleko zokusebenzisa izinto kukahulumeni, kanye nesizwe sonkana, yizinto ezinkulu ezinquma nge-FDK kumazwe ase-Afrika. Uhlolo olujulile olusebenzisa inqubo ye-lagged variable approach lwalinganiselwa ukuhlaziya ukuthi ngabe bukhona ubuhlobo bembangela yobuhlobo obukhona phakathi kwe-FDI kanye namanye ama-variable afana nawe-GDP. Imiphumela engahlelekile ye-random effects ikhombise ukuthi kukhona uhidehide lwembangela phakathi kokukhula kwe-GDP kanye ne-FDI. Nangaphezu kwalokho, i-FDI itholakale ichaphazeleka kabi kodwa ngokungabalulekile kakhulu ngokukhula komnotho ngaphansi kwe-pooled OLS. / Business Management / M. Com. (Financial Management)

The study investigated the impact of remittances on financial development in Africa using the dynamic generalised methods of moments (GMM) and other panel data analysis methods with data from 2003 to 2015. Using the same econometric estimation methods, the study also explored the influence of the complementarity between remittances and economic growth on financial development in Africa. Literature on the relationship between remittances and financial development is mixed, inconclusive and indecisive. The desire to contribute towards literature on the influence of remittances on financial development in the African context prompted this study. In Africa, personal remittances had an insignificant positive impact on financial development across all the econometric estimation approaches in all the four models, in line with some empirical studies on the subject matter. African countries are urged therefore to avoid wasting their time developing and implementing remittances, foreign aid and human capital development enhancement policies as a way of spearheading financial development. Using both broad money (as % of GDP) and domestic private credit ratio as measures of financial development, the interaction between remittances and economic growth was found to have a non-significant negative effect on financial development in Africa. The policy implication is that Africa needs to avoid over relying on economic growth as a channel through which financial development can happen / Die studie het die impak van betalings op finansiële ontwikkeling in Afrika ondersoek – deur middel van die dinamiese veralgemeende momentemetode (GMM) en ander metodes van paneeldata-ontleding, met data van 2003 tot 2015. Dieselfde ekonometriese beramingsmetodes is ook ingespan om die invloed van die komplementariteite tussen betalings en ekonomiese groei op finansiële ontwikkeling in Afrika te ondersoek. Die literatuur oor die verwantskap tussen betalings en finansiële ontwikkeling is gemeng, onoortuigend en vaag. Die begeerte om tot die literatuur oor die invloed van betalings op finansiële ontwikkeling in die Afrika-konteks by te dra, het tot hierdie studie aanleiding gegee. In Afrika het persoonlike betalings ʼn onbeduidende positiewe impak op finansiële ontwikkeling in al die benaderings tot ekonometriese beraming in al vier modelle gehad, wat strook met sommige empiriese studies oor die onderwerp. Afrika-lande word dus gemaan om nie hul tyd te mors met die ontwikkeling en implementering van betalings en buitelandse hulp en beleide om mensekapitaalontwikkeling te verbeter as ʼn manier om finansiële ontwikkeling te lei nie. Daar is bevind dat sowel breë geldvoorraad (as ʼn persentasie van BBP) en die binnelandse private kredietverhouding as maatstawwe van finansiële ontwikkeling, die wisselwerking tussen betalings, en ekonomiese groei ʼn nie-beduidende negatiewe uitwerking op finansiële ontwikkeling in Afrika het. Die beleidsimplikasie is dat Afrika moet waak teen oorafhanklikheid van ekonomiese groei as ʼn kanaal waardeur finansiële ontwikkeling kan plaasvind. / Ucwaningo beluphenya umthelela wezimali ezibhadalwayo mayelana nokuthuthukiswa komkhakha wezezimali e-Afrika ngokusebenzisa izindlela ezifanayo zezikhathi (GMM) kanye nezinye izindlela zokuhlaziywa idatha yephaneli ngokusebenzisa idatha yonyaka ka 2003 ukufikela ku 2015. Ngokusebenzisa izindlela ezifanayo zohlelo lokulinganisa isimo somnotho (econometric estimation), ucwaningo futhi luye lwahlola umthelela wousebenzisana okuphakathi kwezimali ezibhadalwayo kanye nokuhluma komnotho mayelana nokuthuthukiswa ngezimali e-Afrika. Umbhalo wobuciko mayelana nobudlelwano phakathi kwezimali ezibhadalwayo kanye nokuthuthukiswa kwezinhlaka zezimali uxutshwe ndawonye, awunaso isiphetho futhi awukwazi ukuthatha izinqumo. Isidingo sokufaka igalelo embhalweni wobuciko mayelana nomthelela wezimali ezibhadalwayo kwihlelo lokuthuthukiswa kwezimali ngaphansi kwesizinda sase-Afrika, ykho okuphembelele ukuthi kube nalolu cwaningo. E-Afrika, izimali ezibhadalwa abantu ziye zaba nomthelela omuhle kwintuthuko yezimali kuzo zonke izindlela zokulinganisa izinga lentuthuko yezomnotho kuwo wonke amamodeli amane, ngokuhambisana nezinye izifundo zocwaningo oluphathekayo lwalesi sifundo. Ngalokho-ke amazwe ase-Afrika ayanxenxwa ukuthi agweme ukumosha isikhathi sawo athuthukisana futhi asebenzisa uhlelo lokuthumela izimali futhi agweme ukuqinisa imigomo yoncedo oluvela emazweni angaphandle kanye nokuthuthukisa abantu ngokwamakhono omsebenzi, njengento yokuhlahla indlela yohlelo lokuthuthukiswa kwezimali. Ukusethenziswa kokubili imali ebanzi (njengephesenti le-GDP) kanye njengesilinganiso sesikweletu, phecelezi-domestic private credit ratio sisebenza njengesilinganiso sezinga lokutthuthuka ngokwezimali, ukusebenzisana phakathi kwezimali ezibhadalwayo kanye nokuhluma komnotho kutholakele ukuthi kube nomthelela ongabalulekile omubi phezu kwezinga lentuthuko yezimali e-Afrika. Ngokomgomo lokhu kuchaza ukuthi i-Afrika idinga ukuthi igweme ukwencika kakhulu ukusebenzisa uhlelo lokuthuthukiswa komnotho njengomgudu lapho kungathuthukiswa komnotho. / Financial Accounting / M. Com. (Business Management)