The primary aim of this study was to investigate the implementation of the affirmative action policy within the Pretoria district of the South African Police Service. There is a need to examine and understand how the SAPS remove unfair discrimination in recruitment and selection processes in the implementation of affirmative action measures. Prior to 1994 the South African Police Force was male dominated and racism was fully institutionalised. Black people (Africans, Indians and coloureds), women and disabled people were marginalised and denied appropriate employment and advancement opportunities. The focus of the study was to identify challenges or problems encountered by the SAPS during the implementation of affirmative action policy; propose the strategies through which the SAPS can address discrimination in personnel staffing processes; and to assess and describe the criteria utilised by the SAPS in identifying the beneficiaries of affirmative action. The study includes the survey of international and national literature on the implementation of affirmative action. The study was conducted at 35 police stations within the district of Pretoria. The survey questionnaires were distributed to the respondents whereby three hundred and seventy (370) returned completed questionnaires, meeting the required sample figures. The respondents were selected by using a quota sampling. Qualitative research methodology was utilised in the interpretation and analysis of data. In addition, data was also collected through the documentary study. The major findings of this study illustrated that job requirements and responsibilities are seldom adjusted to accommodate disabled people. The communication of affirmative action policy is seen by respondents as being problematic. Respondents believe that affirmative action discriminates against certain groups within the disadvantaged groups. The research has divulged that the usage of interviews and involvement of supervisors in interview panels would minimise unfair discrimination in the allocation of promotional positions. Diversity management is not fully implemented to support affirmative action. People of all races are not employed to positions on the basis of their qualifications, experience and competencies as they deserve. The SAPS does not consider academic qualifications as criterion in the allocation of promotions. / Public Administration & Management / M. Admin. (Public Administration)

Collaboration between the parents and the school has a powerful influence on a child’s literacy development. However, home-school partnerships to support young learners’ emergent literacy development are weak in South Africa. Research into family literacy in South Africa is particularly important due to many socio-economic factors impacting negatively on family life and on children’s literacy development. The South African education system lacks a dedicated policy for the promotion of family literacy. Against this background the present study investigated the role of family literacy programmes in supporting emergent literacy among young children. A literature study on family literacy and family-school-community partnerships to support literacy framed an empirical inquiry following an interpretivist approach, using an action research design and qualitative techniques of data collection. The Wordworks Home-School Partnerships programme was selected for implementation and the programme was modified through the design and inclusion of a children’s component. A multicultural independent primary school situated in Pretoria, South Africa was selected through a combination of purposeful and convenience sampling. The school principal, four Foundation Phase teachers and seven families including nine children participated in the study. Criteria for family inclusion were that the participating families should have at least one child enrolled in Grade R and at least one parent should agree to attend the full six-week duration of the modified Wordworks School-Family Partnerships programme. Data was gathered during parallel sessions from parents, children and teacher-facilitators through multiple techniques: observation, interviews, feedback sessions, artefacts and journals. Data was analysed according to qualitative principles and the findings were presented in a narrative format substantiated by verbatim quotations. Key findings indicated a greater sense of community among the families and the teachers, improved quality of parent-child interactions, parents’ improved knowledge of emergent literacy skills and improved confidence in supporting their children with early literacy development. The medium term impact of the programme includes benefits for the whole school, the teaching staff, parent body and children. Based on the findings of the literature study and the implementation of the family literacy programme through action research, recommendations were made to improve school-family partnerships with a view to supporting emergent literacy development among young learners. / Educational Foundations / D. Ed. (Socio-Education)

This study used Bhaskar’s Critical Realist ontology as meta-theory reinforced by Margaret Archer’s Social Realist Theory as an analytical framework to help obtain a deeper understanding of the contributory mechanisms to the provision of equal opportunities to learn in racially diverse South African classrooms in a chosen primary school in Pretoria, South Africa. The study applied Archer’s Morphogenesis/Morphostasis analytical framework in an attempt to understand whether or not the school has transformed or reproduced the status quo on opportunities to learning after democracy. In particular, the study focused on the provision of equal opportunities to learn irrespective of their racial or cultural backgrounds. Archer’s analytical dualism was used to scrutinise the interaction between ‘parts’ (structure and culture) and the ‘people’ (agency). Thus, the focus was to uncover the fundamental factors that enable and constrain the provision of equal opportunities to learn in a class with racially diverse learners. This entailed the separation of structures (policies, systems, and the school governance structures), cultures (beliefs and values and how do they affect teaching and learning) and agents (people such as teachers, learners, school principals, amongst others and their ability to act (agency) within and upon their own world with regard to their social roles and positions to stimulate their emergent properties and powers. In this study, I explored how the emergent properties and powers contained in the learning resource material, policies, and ideational and agential components assisted in the production of certain actions and practices in relation to teaching and learning in a racially diverse environment. I examined these generative mechanisms to identify whether they enabled or constrained the provision of equal opportunities to learn within a racially diverse classroom context. Qualitative research methodologies were applied through the use of semistructured interviews, classroom observations and document analysis as data collection methods. At the domain of structure, the findings of the study revealed that the notion of ensuring that all learners have access to basic education without discrimination of any kind was a critical mechanism that provided learners from racially diverse contexts with physical access. Arabia (pseudonym) Primary School had enough classrooms and teaching and learning materials to cater for all learners. The South African Schools Act1 (SASA) (1996) and the admission policy of the school were found to be enabling factors in terms of admission of racially diverse learners into the school as there is no encouragement of discrimination of any kind. The school’s religious policy was also found to cater for the learners’ diverse religions, however, it is silent about learners who are not religious. The study found that there was a mismatch between the staff complement and learner enrolment as teachers were predominantly White while learners were mainly Black Africans. Ideally, it will be better for the school to strive towards a racially diverse teaching staff complement to match the racially diverse learners. The current situation may have implications for the provision of equal opportunities to learn. The study also realised that, since there was evidence of racial and cultural incongruity between learners and teachers, it might take time for the school to match the now racially diverse learner enrolment with a racially diverse staff complement. This may require transforming the staff complement through the employment of teachers who can speak different African languages and can accommodate and represent diverse cultures in teaching and learning. A constraining mechanism to the provision of equal opportunities to learn was the time assigned to some of the lessons. In some instances, it was found that lessons scheduled for thirty minutes were limited in terms of teaching and learning activities possible in this time frame, thereby hampering the provision of equal opportunities to learn. Within the domain of culture, an important mechanism that was identified was the discourse of the language of learning and teaching (LOLT). The LOLT, specifically English, was found constraining to the provision of equal opportunities to learn to learners of African descent. Learners whose home language was English benefited more in terms of knowledge and understanding of lessons compared to the majority of black African learners who spoke indigenous languages. This points to the need to review the language policy of the school in order to accommodate the local indigenous African languages. However, this may be a complex exercise considering that the black African learners speak different indigenous languages. In the domain of agency, the study found that the Head of Department (HoD) possessed the authority to guide teachers regarding the Learning Areas that they teach, the approaches to teaching and learning, as well as the learning activities that they have to carry out. This meant that they provided curriculum leadership, thus they could exercise more agency in this regard. Data also revealed that, although the curriculum was found to be relevant to racially diverse classes, teachers were unable to integrate racial diversity to the topics covered in the prescribed textbooks, particularly those that were largely based on western knowledge. This implied that teachers who participated in the study were not prepared for racially diverse classes. It will be necessary to integrate learners’ indigenous knowledge into the western knowledge content and concepts in order to enhance their epistemological access and provide equal opportunities to learn, thus appreciating local community knowledge in education and development. Curricula should also be reviewed in order to align them to the school’s clientele base/learners towards enabling the provision of equal opportunities to learn. Overall, this study concludes that, although the school had experienced Morphogenesis in terms of learner enrolment from a predominantly racially singular to a racially diverse learning population. However, the apartheid-era culture of the school was still reproduced due to the Morphostasis of the (White) teacher complement, the languages taught and the dominant school culture that was not congruent with the majority of the (Black) learners. I believe that the findings from this study may provide the conceptual and empirical foundations towards understanding whether teachers provide or fail to provide equal opportunities to learn in racially diverse classrooms in a country emerging from apartheid. I note that this is a singular case study that is not necessarily generalisable. However, it can provide insights into the extent of provision of equal opportunities to learning for the racially diverse learner population across South African schools. / Science and Technology Education / D. Phil.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Introduction: The aim of the study was to assess the knowledge, attitudes and practices of peer educators and university students, on whether the Peer Education-HIV/AIDS Prevention Programme has made an impact on the behavioural change of the recipients of the module as compared to the non-recipients. Methods: A cross-sectional survey was conducted using stratified sampling design among peer educators and students to assess the knowledge, attitudes and practices of peer educators and students. Participants were selected from Tshwane University of Technology campuses in Pretoria, Soshanguve and Ga-rankuwa. The study was conducted among 300 participants; 150 peer educators and 150 students. Informed consent was provided with each structured questionnaire. Findings and Discussion: Three quarters of the respondents in this study were females. This is consistent with many other studies of HIV/AIDS among students. The response rate in this study was 68% and was higher than the 45% of the Namibian Polytechnic students who participated in the KAP surveys of HIV/AIDS (De Beer et al., 2012). Mean knowledge levels of HIV/AIDS in this study were slightly higher among peer educators (92%) than among students (90%). Peer educators had more positive attitudes towards HIV/AIDS than students in knowing someone who is HIV+ (78% vs. 67%) and sharing a desk with a PLHIV (97% vs. 95%). On whether HIV+ children should mix with others, attitude levels were the same (92% vs. 92%). Better practices were observed on peer educators vs. students - more peer educators (87%) than students (75%) said they always used a condom when they have sex. Conclusion and Recommendations: Knowledge, attitudes and practices of HIV/AIDS are high among peer educators and students at Tshwane University of Technology and it is recommended that the Peer Education-HIV/AIDS Prevention Programme at TUT should continue giving attention to changing attitudes and practices among peer educators and other learners. / AFRIKAANSE OPSOMMING: Inleiding: Die doel van die studie is om die kennis, houding en praktyke van Portuur Voorligters te assesseer, oor die vraag of die eweknie-opvoedkundige MIV/VIGS Voorkoming program 'n impak het op die gedrags verandering van die ontvangers van die module in vergelyking met die nie-ontvangers Metodes: 'n Deursnee-opname is uitgevoer deur gebruik te maak van gestratifiseerde steekproefneming ontwerp onder eweknie-opvoeders en studente om die kennis, houding en praktyke van eweknie-opvoeders en studente te assesseer. Deelnemers is gekies uit die Tshwane Universiteit van Tegnologie kampusse in Pretoria, Soshanguve en Ga-Rankuwa. Die studie is gedoen onder 300 deelnemers, 150 portuuropvoeders en 150 studente. Ingeligte toestemming is voorsien met elke gestruktureerde vraelys. Bevindings en bespreking: Driekwart van die respondente in hierdie studie was vroulik. Dit is in ooreenstemming met baie ander studies van MIV/VIGS onder studente. Die reaksie in hierdie studie was 68% en hoër as die 45% van die Namibiese Polytechnic studente wat deelgeneem het aan die KAP opnames van MIV/VIGS (De Beer et al, 2012). Middel kennis vlakke van MIV/VIGS in hierdie studie was effens hoër onder eweknie-opvoeders (92%) as onder studente (90%). Eweknie-opvoeders in hierdie studie het meer positiewe houdings teenoor MIV/VIGS as studente in die kennis van iemand wat MIV + is (78% vs. 67%), die deel van 'n lessenaar met 'n PLHIV (97% vs. 95%) en of HIV + kinders moet meng met ander (92% vs. 92%). Beter praktyke is waargeneem op portuuropvoeders teen oor studente, meer portuuropvoeders (87%) as studente (75%) het gesê hulle het altyd 'n kondoom gebruik wanneer jy seks het. Gevolgtrekking en aanbevelings: Bewustheid, kennis, positiewe houdings en praktyke van MIV/VIGS is hoog onder eweknie-opvoeders en studente by die Tshwane Universiteit van Tegnologie en aanbevelings sal aangespreek word aan die einde van die studie.

The primary aim of this study was to investigate the implementation of the affirmative action policy within the Pretoria district of the South African Police Service. There is a need to examine and understand how the SAPS remove unfair discrimination in recruitment and selection processes in the implementation of affirmative action measures. Prior to 1994 the South African Police Force was male dominated and racism was fully institutionalised. Black people (Africans, Indians and coloureds), women and disabled people were marginalised and denied appropriate employment and advancement opportunities. The focus of the study was to identify challenges or problems encountered by the SAPS during the implementation of affirmative action policy; propose the strategies through which the SAPS can address discrimination in personnel staffing processes; and to assess and describe the criteria utilised by the SAPS in identifying the beneficiaries of affirmative action. The study includes the survey of international and national literature on the implementation of affirmative action. The study was conducted at 35 police stations within the district of Pretoria. The survey questionnaires were distributed to the respondents whereby three hundred and seventy (370) returned completed questionnaires, meeting the required sample figures. The respondents were selected by using a quota sampling. Qualitative research methodology was utilised in the interpretation and analysis of data. In addition, data was also collected through the documentary study. The major findings of this study illustrated that job requirements and responsibilities are seldom adjusted to accommodate disabled people. The communication of affirmative action policy is seen by respondents as being problematic. Respondents believe that affirmative action discriminates against certain groups within the disadvantaged groups. The research has divulged that the usage of interviews and involvement of supervisors in interview panels would minimise unfair discrimination in the allocation of promotional positions. Diversity management is not fully implemented to support affirmative action. People of all races are not employed to positions on the basis of their qualifications, experience and competencies as they deserve. The SAPS does not consider academic qualifications as criterion in the allocation of promotions. / Public Administration and Management / M. Admin. (Public Administration)

In English / The purpose of this study was to establish factors affecting the participation of men working in the informal sector economy of South Africa in HIV counselling and testing (HCT) or voluntary counselling and testing (VCT). This includes the exploration of reasons for acceptance and non-acceptance of HIV testing, knowledge and perceptions about HIV testing and behaviours and attitudes towards HIV testing. Data was collected through a structured questionnaire and a sample of fifty (50) men was purposively selected. It was found that the reasons for acceptance of HIV testing are satisfactory and reasons for non-acceptance are still a concern, and that several issues such as education about HIV testing and HIV in general still need to be addressed. Most of the respondents had undergone testing for HIV, but there is still a stigma attached to HIV testing. / Sociology / M. A. (Social Behaviour Studies in HIV/AIDS)

Collaboration between the parents and the school has a powerful influence on a child’s literacy development. However, home-school partnerships to support young learners’ emergent literacy development are weak in South Africa. Research into family literacy in South Africa is particularly important due to many socio-economic factors impacting negatively on family life and on children’s literacy development. The South African education system lacks a dedicated policy for the promotion of family literacy. Against this background the present study investigated the role of family literacy programmes in supporting emergent literacy among young children. A literature study on family literacy and family-school-community partnerships to support literacy framed an empirical inquiry following an interpretivist approach, using an action research design and qualitative techniques of data collection. The Wordworks Home-School Partnerships programme was selected for implementation and the programme was modified through the design and inclusion of a children’s component. A multicultural independent primary school situated in Pretoria, South Africa was selected through a combination of purposeful and convenience sampling. The school principal, four Foundation Phase teachers and seven families including nine children participated in the study. Criteria for family inclusion were that the participating families should have at least one child enrolled in Grade R and at least one parent should agree to attend the full six-week duration of the modified Wordworks School-Family Partnerships programme. Data was gathered during parallel sessions from parents, children and teacher-facilitators through multiple techniques: observation, interviews, feedback sessions, artefacts and journals. Data was analysed according to qualitative principles and the findings were presented in a narrative format substantiated by verbatim quotations. Key findings indicated a greater sense of community among the families and the teachers, improved quality of parent-child interactions, parents’ improved knowledge of emergent literacy skills and improved confidence in supporting their children with early literacy development. The medium term impact of the programme includes benefits for the whole school, the teaching staff, parent body and children. Based on the findings of the literature study and the implementation of the family literacy programme through action research, recommendations were made to improve school-family partnerships with a view to supporting emergent literacy development among young learners. / Educational Foundations / D. Ed. (Socio-Education)

Homelessness is an increasing social challenge both locally and globally. Social problems associated with street homelessness and services provided to homeless people by social workers are well documented in South Africa. Little is known though concerning the collaborative role of social workers and homeless people in addressing street homelessness. This study explored the role of social workers in promoting social justice through a collaborative purpose amongst the homeless people in addressing street homelessness. A qualitative, explorative, descriptive, and contextual study was undertaken with 14 homeless participants aged 21 to 63, and eight social work participants aged 25 to 38. This study was informed by an amalgamation of two theories, indicating the collaboration theory and the structural theory. Data were collected through semi-structured interviews, analysed by following Tesch’s eight steps (Creswell, 2009:186). The data was collected and verified, employing the Lincoln and Guba’s model of trustworthiness. The ethical considerations adhered throughout this study are informed consent, confidentiality and anonymity, management of information and debriefing. The major findings identified first, poverty and unemployment as major homelessness causes. Second, deprived, or non-existing family support, family or marital breakdown, substance use, migration of individuals from rural or foreign countries to city centres, as major contributing factors towards homelessness. Third, homeless people are more vulnerable to personal harm than the housed population. Fourth, the society and derogatory labels, such as crazy, nyaopes, and criminals are often used to describe these individuals. Finally, homelessness places homeless people at substantial risk of elevated mental health conditions. Implications for social work and recommendations for future research are presented. / Social Work / M.A. (Social Work)

This research focused on the experiences of HIV disclosure to significant others amongst people living with HIV. The aim of the research was to explore how people living with HIV experience disclosure of their HIV positive status to their significant others. The social constructionist perspective was utilized to gain a deeper understanding of the experience of HIV positive status disclosure to significant others. The study’s sample comprised of five participants who were recruited using purposive sampling strategy. Data was collected with using face to face semi structured interviews. Themes were extracted and analysed using thematic content analysis. An analysis was made as to whom participants choose to disclose to, the reaction of the people they disclosed to, as well as their reasons for disclosing. Results were reported as the participants’ experiences and noted as is or unadulterated. / Psychology / M.A. (Psychology)

The focus of this study is the relevance and effectiveness of the support structures available to high school learners with substance abuse problems. This research was confined to learners in Eersterust, a township situated to the east of Pretoria. Substance abuse, especially among high school learners in South Africa and in Eersterust, has increased in recent years. Substance abuse obviously poses a major barrier to learning. Along with poor academic motivation, this problem seriously interferes with learners’ academic performance and results in lower educational achievement. As an institution, the school is not able to provide support to these learners and so is obliged to link them with support structures such as the South African National Council on Alcoholism and Drug Dependance (SANCA) and the National Youth Development Outreach (NYDO). / Inclusive Education / M. Ed. (Inclusive Education)