Recent changes to welfare policy in South Africa advocated the need for social workers to adopt social development as a paradigm for service delivery. Within this policy framework empowerment is touted as the model to affect the transformation of the welfare sector and to achieve sustainable development in the post apartheid society. The concept empowerment and the issues relating to it are ambiguous and ill-defined. The study took place at the Pinetown Service Office, a local service provider of the Department of Welfare. The areas of operation are the inner and outer west areas of the Durban Unicity City Council and some areas of the Ilembe regional council. The purpose of the study was to analyse perception of practitioners about empowerment towards poverty alleviation. An exploratory-descriptive research design incorporating of questionnaire was utilized to collect data. The findings reflected that the perceptions of the participants about empowerment towards poverty alleviation were consistent in that they identified that it comprised of micro and macro socio- economic strategies to empower consumers to become self reliant. Other findings revealed that the predominant activities of the social workers regarding poverty towards poverty alleviation are to refer consumers to social security and developmental groups. Additionally, the study indicated that the Department of Welfare' s organizational bureaucracy inhibited the adoption of an empowerment orientation to social work practice. The recommendations included changes about organizational policy and social work practice in accordance to developmental social welfare policy proposed in the White Paper on Social Welfare, 1997. / Thesis (M.A.)-University of Natal, Durban, 2002.

Classroom management in the context of under-resourced classrooms and mixed-ability classes is an issue that is under-researched in South Africa where most public schools are under-resourced and have mixed-ability classes. My interest in undertaking a study on managing the mixed-ability classroom is based on my experience as an educator in Africa, where I have had to manage classes of learners with mixed abilities. The literature about classroom management shows that there are different management styles available to the classroom teacher who is faced with managing learners of different abilities. Three common styles are the democratic management style, the autocratic management style and the laissezfaire management style. Thus, the main research question for this study is: How do teachers in underresourced South African schools manage their mixed-ability classes? A subsidiary question is: What management styles do classroom teachers employ to manage their classes? Ginott’s theory of congruent communication was used together with the democratic, autocratic and laissez-faire styles as the theoretical framework to interpret two case studies of teachers and how they manage their classrooms at one school in the Pinetown area of KwaZulu-Natal. Using two methods, interview and observation, the findings reveal that teachers in under-resourced public schools mostly make use of a democratic management style in the classroom. This is because it encourages inclusivity of all learners irrespective of their ability. Sometimes classroom conditions lead teachers to employ an autocratic management style. Order and discipline in the class is the rationale for the supplementary autocratic style. The study concludes that the democratic style of management is better suited than an autocratic style to under-resourced classroom conditions, which are populated with many mixed-ability learners having special needs, this is because it is more in line with South Africa’s policy on inclusive education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2009.

This study addresses the problem of sexual risk-taking among young African girls aged 16 turning 17 years of age and factors influencing these risky sexual behaviours. The main question that arises from this problem is: How do young African schoolgirls construct sexual risks in their social context? The purpose of this study therefore was to explore how young African schoolgirls construct sexual risk in the context of HIV and AIDS in one high school in the Pinetown district of KwaZulu-Natal, South Africa. The research context was one high school in the densely populated township of KwaNdengezi in Pinetown district, Durban. The study comprised of 8 female participants in the 16-17 year age groups. In order to find out which factors influence young African girls’ sexual behaviours, a qualitative research design based on socio-constructionist theory was used. Data were collected using semi-structured interviews. Results of this study showed that the majority of young girls were knowledgeable about HIV and AIDS; they knew how it is transmitted, and they knew that involving themselves sexually is dangerous, which is why most of them had not done so. Some girls preserved their virginity, a good way of delaying early sexual debut. The young girls also had knowledge about preventative measures. The results also indicated that factors influencing young girls’ sexual risk behaviours included, among others, partying at night, fear of their partners, culture, gender inequalities and – mostly – alcohol intake. They also revealed that there is a lack of support about sexual issues from parents, community and the Government. This study revealed that young African school girls involve themselves in risky sexual behaviours, and experience a lack of support from parents, the community and the Government – agencies which the young girls feel can be instrumental in helping them to change their sexual behaviours. From all of this it is concluded that there is a need for further research among young African girls aged 16 turning 17 years. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This study reports on a qualitative study that sought to explore the experiences of female Heads of Department in Primary Schools. The study was carried out in KwaNdengezi, Pinetown South. It made use of qualitative methodology to obtain data using semi-structured interviews and observations as its methods of data collection. Purposive sampling was used to select the participants of the study, and the study sample consisted of four female heads of department in four primary schools, with whom the interviews and observations were conducted. The main findings of the study revealed that female heads of department experience and internalize negative stereotypes and believe males do not listen to them and they also experience gender stereotypes and their impact when performing their management duties in schools. Other findings include the experiences related to dynamics of being mothers and teachers at the same time. Further the communication with teachers, teacher discipline and the role that gender stereotyped held by members of the society. There is the issue of unequal power relations between men and women within the schools, which is an underlying factor behind all the gender-based experiences of female heads of department in the schools. Despite the fact that female heads of department encounter gender-based experiences in their management roles and responsibilities, they are engaged in empowering style of management by means of involving all the colleagues in the decision making processes. The study concludes by recommending that female heads of departments require support from all the stakeholders of the school, and that the government should hold workshops and seminars to support them. At the school level, they should resist all attempts at being treated in a condescending manner, and become role models to other aspiring females to assume school management positions for effective management and delivery of quality education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.

There are numerous government and private sector initiatives aimed at supporting micro business in South Africa, yet there seems to be a lack of coercion, synergy and harmony in these endeavours to assist such businesses. A common perception about government is that all of its business programmes, have a string of protocols, red tape and intermediaries resulting in delays and inefficient support. Efforts to access this assistance is burdensome for micro-business. There is loss of time and resources in the process. This research paper sought to establish what business management strategies are employed by the micro-business owner in the Pinetown area, as a means to survive and grow. Business management strategies have been discussed in light of their strength to help the business survive and grow. The effectiveness and the efficiency of these management strategies is measured based on the classification of micro- business and the research methodology chosen. Questionnaires have been self administered to the micro-business owners to obtain their response on strategies practical for their survival. The area of study selected has been the Pinetown Area located within the Ethekwini Municipality, and part of the Province of KwaZulu- Natal. Findings from literature have highlighted constraints limiting micro business growth in South Africa. Findings have also highlighted major survival strategies viewed as the main motivating factor for micro-business owners to survive. Two key findings emerged from the study; firstly the need micro business owners to be financially prudent and to manage their business better. The second major finding was the existence of collaborative savings (stokvel), utilized as a traditional investment strategy. Recommendations based on these are the provision of financial management skills to micro business, through mentorship and financial assistance programmes by government agencies. This would benefit the micro-business owners realize their dreams of substantial and extensive business expansion. / MBA. University of KwaZulu-Natal, Durban 2012.

A discourse submitted to the Faculty of Town and Regional Planning, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for Master or Science in Development Planning. / Development planning plays an important role in integrating the actions and behaviours of groups and individuals with the needs of the economy. and thus in ensuring the continued reproduction of capitalism. An understanding of the history of development planning in South Africa and in Southern Pinetown through the tools of regulation theory, shows how the apartheid "development planning process' for a limited amount of time, arguably favoured the needs of racially skewed capital by securing stability and control over an exploited, black workforce, Within the post apartheid era characterised by constant and unprecedented change, development planning needs to become impregnated within the fabric of society. The role for planners and the local state is therefore to impart a strategic planning mind set into the diverse forces and components, whose combined actions together create the urban form. / Andrew Chakane 2019

This study investigated the challenges of managing learner discipline. A case study was conducted in two schools, the secondary and the primary schools in Pinetown District in KwaZulu Natal. The aim of this study was to investigate what challenges educators face in the management of learner discipline. This qualitative study was set in the interpretivist paradigm. The research tools compromise of semi-structured interviews and documents review. The theoretical frameworks that inform this study are behavioural modification model by Skinner, (1992), The Choice theory by Glasser, (1998) and assertive discipline model by Canter, (2007). International and local literature that foregrounds and supports the study were reviewed. Analysis of different contexts was made to inform the challenges of managing learner discipline problems in schools. The findings of this study revealed that teachers from very different schools, primary and secondary, felt that learners were becoming more unruly and less respectful than they used to be in the past. They further stated that the lack of discipline among learners makes it impossible to teach effectively. Educators identified some of the challenges they face such as bullying and intimidation, sexual harassment, drugs and alcohol abuse and carrying of dangerous weapons to schools. Furthermore, the findings revealed that lack of parent involvement in school, home and family background, abuse of various types, balance between learner rights and responsibilities, peer pressure, the role of media and politics were the biggest cause of disciplinary problems. Educators suggested that alternatives measures to corporal punishment were not very effective in curbing learner indiscipline in schools. They found it difficult to choose and implement the correct alternatives to corporal punishment. Some of the recommendations based on the findings are that, at the beginning of the school year, the principal and educators should orientate learners about the code of conduct and school rules. Rules and the consequences of breaking them should be clearly indicated to learners during assembly. Active parental involvement in the lives of their children is crucial for the management of discipline at school. Teachers should acquaint themselves and learn to know learner home backgrounds in order to understand learners they are dealing with. In-service workshops for all teachers across the country to be trained in alternatives to corporal punishment should be organised by the Department of Education. Professional support i.e. psychologists or educational counsellors should be increased to support schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

No abstract available. / Thesis (MTRP)-University of Natal, 1995.

The promulgation into law of the South African Schools Act (SASA) in 1996 ushered a new era in South African school management and governance. Informed by a number of values such as accountability, transparency and participation that permeate the new South African Constitution, the SASA has decentralised certain powers to the local stakeholders at school level. It meant that teachers, principals, parents and learners (in high schools) can work together towards a common vision for the school. The School Governing Body was installed as the powerful legal structure. Teachers, as one of the important stakeholders, are represented in the SGB and can participate in school decision making processes. Teachers are important stakeholder because they are the ones who are at the critical level since they deal directly with the learners. Their participation inside and outside the SGB is important. Given the above background, a case study of two primary schools was conducted. The two schools were sampled using the convenience and purposive sampling methods. Semi-structured interviews and document analysis were used to gather data. Four teachers, two from each school were interviewed. Semi-structured interviews were deemed appropriate for this study because they give the researcher an opportunity to ask follow-up questions. This study documented teachers narratives about their experiences regarding their participation in the decision-making processes that relate to school financial management. Through teachers’ narratives, the factors that hindered or promoted their participation were also explored. The findings indicated that teacher participation in school financial decision making did exist in the case study schools but was minimal. Teacher participation seemed to be more confined to the operational decision such as making a list of classroom needs that should be part of the school budget. However, teachers were found not to be involved in strategic decisions where decisions on issues such as setting financial goals of the school were made. It was also found that, despite their minimal involvement, teachers were satisfied with the role that they were playing in the school financial decision making processes. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The relative autonomy of the State is a long historical debate. In the current South African context, national policy documents reflect the State as working in the interests of the common good. The complex process of policy implementation, however, would suggest that the relationship between policy goals and policy outcomes is neither linear nor certain. Rather it is determined by a range of factors particularly at the implementation level. Moreover, the success of projects which employ participatory processes are dependent on how participation is conceived. The Hill Street West case study is an attempt to address the question of whether local government acts in the interests of the common or public good or on behalf of vested interests. The use of key informant interviews, documentary data and a short attitudinal survey have shown that the local state chose to act on behalf of a vested interest, arguing that it would also serve the common good. The findings would suggest that this was not the outcome and that ultimately, neither sectoral nor the general interest were adequately served. The outcome is attributable in large measure to underlying interests within the local state agenda with implications for the usefulness of participation. / Thesis (M.Sc.)-University of Natal, Pietermaritzburg, 1998.