The aim of the dissertation is to indicate that a large number of problems in rural communities are the consequence of ineffective knowledge management, and that the effective management of knowledge could significantly improve the range and quality of services provided to community members. Knowledge is reviewed by examining the process of changing social facts into data, data into information and information into knowledge. Knowledge management is examined by reviewing the history of knowledge management as well as defining the term knowledge management. A generic model for knowledge management is developed that divides knowledge management into five basic processes namely; knowledge identification, knowledge mobilisation, knowledge generation/elaboration, knowledge application and knowledge evaluation. The model further describes the knowledge management ”enablers” that can either facilitate or debilitate the management of knowledge. Various practical suggestions are proposed that will facilitate the implementation of a knowledge management programme in a rural community. / Psychology / MA (PSYCHOLOGY)

Thesis (MEd (Special education))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The value of partnerships within the South African education system has for many years been emphasised by various researchers. It is only since the first democratic election in South Africa in 1994 that the government was committed to the extension of partnerships between schools, parents, learners and the community on both local and national level. In Article 29 of the Constitution (RSA, 1996a) parents are given the assurance that the state will execute their role as educational partner. The state also gives other partners enough scope to implement their educational partnerships according to their worldview and philosophy of life. The aim of this study was the exploration of challenges and mechanisms for partnership between three rural primary schools and the Department of Educational Psychology and Specialized Education, now referred to as the University of Stellenbosch (US), as tertiary institution. The needs expressed by the particular schools, the social consciousness role of the US within the community and thirdly the empowerment role of partnerships served as motivation for the study. A constructivist, interpretative paradigm was used and the research design can be classified as empirical research with primary data generating textual data. The literature review explored the challenges within systems, mechanisms for partnerships and different systems within partnerships in view of a meta-theoretical frame of reference. The research results regarding challenges within specific systems are summarized under three headings, namely positive findings, negative findings and differences of opinion. Results regarding the exploration of the partnership shows that the researcher throughout the study consistently recognised the uniqueness of each school; trusting relationships were established; the schools were continuously involved in all the processes; a partnership of collaboration was emphasised; the processes were continuously evaluated and the schools were predominantly positive about the collaborative partnership with the US. The findings of this study have important implications for the further exploration of partnerships between schools and persons and/or institutions on both local and national level. The positive results accomplished through this partnership with the three schools acts as motivation for further extension of partnerships. Recommendations serve as foundation for a partnership of consultation, collaboration and teamwork between schools and other systems. / AFRIKAANSE OPSOMMING: Die waarde van vennootskappe binne die Suid-Afrikaanse onderwys is reeds vir jare deur verskeie navorsers beklemtoon. Dit is egter eers sedert Suid-Afrika se eerste demokratiese verkiesing in 1994 dat die regering hom verbind het tot die uitbou van vennootskappe tussen skole, ouers, leerders en die gemeenskap op beide plaaslike en nasionale vlak. In Artikel 29 van die Grondwet (RSA, 1996a) word aan ouers die versekering gegee dat die staat sy rol as opvoedingvennoot sal deurvoer. Die staat gee ook aan ander vennote genoeg ruimte om hulopvoedende vennootskappe volgens hul bepaalde wêreld- en lewensbeskouing in skole uit te leef. Die doel van hierdie studie was die verkenning van uitdagings en meganismes tot vennootskap tussen drie landelike primêre skole en die Departement Opvoedkundige Sielkunde en Spesialiseringsonderwys, voortaan na verwys as die Universiteit van Stellenbosch (US), as tersiêre instelling. Die behoeftes uitgespreek deur die betrokke drie skole, die US se sosiale bewustheidsrol binne die gemeenskap en derdens die bemagtigingsrol wat vennootskappe inhou het as motivering gedien. Daar is vanuit 'n konstruktivistiese, interpretatiewe paradigma gewerk en die navorsingsontwerp kan geklassifiseer word as empiriese navorsing met primêre databronne wat tekstuele data genereer. Die literatuuroorsig het gepoog om aan die hand van 'n meta-teoretiese verwysingsraamwerk ondersoek in te stel na uitdagings binne sisteme, meganismes tot vennootskappe en verskillende sisteme binne vennootskappe. Die navorsingsbevindinge rakende uitdagings binne bepaalde sisteme word bondig saamgevat onder drie hoofde, naamlik positiewe bevindinge, negatiewe bevindinge en meningsverskille. Bevindinge ten opsigte van die verkenning van die vennootskap het aangetoon dat die navorser deurentyd die uniekheid van elke skool erken het; dat In vertrouensverhouding gebou is; dat die skole sover moontlik op In deurlopende basis in al die prosesse betrek is; dat die navorser deurlopend klem gelê het op In vennootskap van samewerking; dat prosesse deurlopend geëvalueer is en dat die skole oorwegend positief was oor die vennootskap van samewerking met die US. Die bevindinge van hierdie studie hou belangrike implikasies in vir die verdere verkenning van vennootskappe tussen skole en persone en/of instansies op beide plaaslike en nasionale vlak. Die positiewe resultate behaal deur hierdie vennootskap met die drie skole moet dien as aansporing vir verdere uitbouing van vennootskappe. Aanbevelings wat dien as grondslag vir 'n vennootskap van samewerking, konsultasie en spanwerk tussen skole en ander sisteme word gedoen.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In April 1994, after South Africa's first democratic elections, a new era in education commenced. The education system was transformed to a unitary system and a programme of legislation was launched aimed at promoting democratic ideals and practices. Of particular importance to schools was the South African Schools Act (Act No. 84 of 1996) by which significant powers were granted to School Governing Bodies (SGBs) at local level In addition to the school principal, a SGB was to be composed of elected representatives of four main stakeholder groups: educators, non-educator staff, learners (in Grade 8 or above) and parents. The powers and responsibilities allocated by the Act indicated that the introduction of SGBs had far-reaching potential to improve school effectiveness and, more importantly, to contribute to the growth of democracy in South Africa. The writer of this study was an educator, resident in the Northern Province and with significant first-hand teaching experience in schools in rural and semi-rural areas of the province, as well as experience as a member of a SGB. This experience had made him keenly aware of the role that SGBs could play in improving schools with which he was familiar. The purpose of the research was therefore to investigate the role of SGBs in rural areas of the Northern Province. To evaluate the role of SGBs, the researcher aimed to investigate aspects such as whether SGBs were in fact properly established, e.g. through the conduct of proper elections, how stakeholders perceived their roles, what functions were typically performed by SGBs, the perceptions of roleplayers about significant progress and or problems, and what needs for help or training were experienced. In particular the research aimed to discover whether there were particular needs associated with SGBs in the rural areas in order to determine what sort of capacity-building was required. The approach used in the investigation followed four main steps. Firstly, a literature study provided the basis for analysis and clarification of important concepts. Secondly, the legal and policy context was described, paying particular attention to the specific legislation and documents that frame school governance in South Africa. Thirdly, the writer examined the context of Northern Province, describing four stages in the history of educational administration and focusing on rural communities in particular. The fourth perspective was gained by an empirical study of a sample of ten secondary schools in the rural and semi-rural areas around the town of Thohoyandou. The method of investigation was to use questionnaires and interviews to obtain data from representatives of all five stakeholder groups in SGBs at each of these schools. The findings led to the conclusion that SGBs were largely well-established in the rural areas of Northern Province. They were widely accepted as legitimate and worthwhile structures but there were specific important needs for training and capacity-building. Perhaps the most important finding was that parents in rural areas appear to find it very difficult to become involved in the educational life of schools and are especially reluctant to serve on SGBs. Reasons for this apparent apathy were found to lie in problems of illiteracy and feelings of ignorance or inferiority. These conclusions enabled the researcher to make specific recommendations for improving the role and functioning of SGBs. Recommendations were made for improving the role of SGBs as a whole as well as for capacity-building relating to the needs of each stakeholder group. A particular emphasis of these recommendations was on ways in which the unique needs of rural communities can be met. This was seen as a priority in order to improve education in secondary schools in these historically underdeveloped areas and through that, promote the growth of democracy in the rural areas of Northern Province. / AFRIKAANSE OPSOMMING: Suid-Afrika se eerste demokratiese verkiesing op 26 April 1994 het 'n nuwe era vir die onderwys ingelei. Een unitêre en eenvormige geïntergreerde onderwysstelsel is gevestig en 'n program geloods van nuwe wetgewing gerig op die bevordering van demokratiese ideale en praktyke. Van besondere belangrikheid vir skole was die Suid-Afrikaanse Skolewet (Wet Nr 84 van 1996) wat bepaalde magte aan skole op plaaslike vlak afgewentel het deur die instelling van Skool Beheerliggame (SBLs). Saam met die skoolhoof, was SBLs saamgestel deur verkose verteenwoordigers van vier hoof belanghebbende groepe: opvoeders, nie-opvoederpersoneel, leerders (in Graad 8 of bo) en ouers. Die magte en verantwoordelikhede deur die Wet aan SBLs geallokeer was 'n aanduiding dat die instelling van SBLs verreikende potensiaal gehad het om skooleffektiewiteit te bevorder sowel as 'n belangrike bydrae te maak tot die ontwikkeling van demokrasie in Suid-Afrika. Die skrywer van die studie was 'n opvoeder, woonagtig In die Noordelike Provinsie en met eerstehandse ervaring van onderwys in skole in die landelike gebiede van die provinsie. Hy het ook ervaring gehad as lid van 'n SBL. Sy ondervinding het hom skerp bewus gemaak van die moontlike rol van SBLs in die verbetering en opheffing van skole waarmee hy vertroud was. Die doel van die navorsing was dus om die rol van SBLs in die landelike gebiede van die Noordelike Provinsie te ondersoek. Om die rol van SBLs te evalueer het die navorser besluit om aspekte te ondersoek soos die vestiging van SBLs, bv. of hulle welordentlik gevestig was, o.a. deur die bepaalde verkiesingsprosedures, die persepsies van belanghebbendes oor hulle eie rolle, die tipiese funksies deur SBLs gerig, die rolspelers se eie persepsies van beduidende vordering en/of probleme in die funksionering van hulle SBLs, en enige opvallende behoeftes. Die navorsing het veral gepoog om agter te kom of daar spesifieke eiesoortige behoeftes t.O.V. SBLs in gemeenskappe in landelike gebiede was. Om sulke behoeftes te kon bepaal sou bydrae tot die ontwikkeling van geskikte programme vir kapasiteitsbou by SBLs in landelike gebied. Die ondersoek het uit vier hoofstappe bestaan. Eerstens het In literatuurstudie bygedra tot die ontleding en verduideliking van belangrike konsepte. Tweedens is die wetlike en beleidskonteks beskryf, met besondere verwysing na die raamwerk van spesifieke wetgewing en dokumente wat skoolbeheer in Suid-Afrika bepaal Derdens het die skrywer die konteks van Noordelike Provinsie omskryf, insluitend 'n beskrywing van vier fases in die geskiedenis van onderwysbeheer Daar is ook veralop die eienskappe van landelike gemeenskappe gefokus. Die vierde perpsektief was deur 'n empiriese ondersoek verkry, gebasseer op 'n seleksie van tien sekondêre skole in die landelike en semi-landelike gebied rondom Thohoyandou. Die ondersoek het gebruik gemaak van vraelyste en onderhoude met verteenwoordigers van elkeen van die belanghebbende groepe. Daardeur is gegewens bekom van al vyf belanghebbende groepe by elkeen van die tien skole. Die bevindinge het tot die gevolgtrekking gelei dat SBLs reeds grootendeels gevestig was in die landelike gebiede van Noordelike Provinsie. Dit het geblyk dat SBLs wyd aanvaar was as legitieme instellings, maar dat daar spesifieke behoeftes was vir opleiding en kapasiteitsbou. Moontlik die belangrikste bevinding was dat ouers in die landelike gemeenskappe dit blykbaar baie moeilik vind om betrokke te raak in die opvoedingstaak en lewe van skole en veral skaam is om op SBLs te dien. Redes wat vir hierdie skynbaar apatetiese gedrag aangevoer is, was dat die meerderheid ouers ongeletterd is en dat gevoelens van onkundigheid, onbekwaamheid en minderwaardigheid ouers weerhou om deel te neem .. Bogenoemde gevolgtrekkings van die studie het die navorser in staat gestelom spesifieke aanbevelings te maak t.o.v. die ontwikkeling en verbetering van die funksionering van SBLs. Aanbevelings is gemaak om die rol van die SBL in die algemeen te verbeter, sowel as t.o.v. kapasiteitsbou gerig op die spesifieke behoeftes van bepaalde belanghebbende groepe. Die aanbevelings het in besonder klem laat val op die soeke na wyses waardeur die unieke behoeftes van landelike gemeenskappe aangespreek kan word. Hierdie behoefte word as 'n prioriteit beskou om onderwysverbetering in sekondêre skole in hierdie histories onderontwikkelde gebiede te versnel. Daardeur sou die ontwikkeling van demokrasie in die landelike gebiede van Noordelike Provinsie ook versterk en bevorder word.

Submitted in fulfilment of the Degree Master of Applied Arts in Interior Design, Durban University of Technology, 2016. / This study discusses the impact of modernisation of rural homestead living spaces on dwellers in a selected area of Umbumbulu, south of Durban Kwa-Zulu Natal South Africa. The study was conducted after a change was noticed within the rural homesteads built environment. Factors responsible for the changes in building/ dwelling shape, size, style, as well as the choice of materials (SSSM) used were discussed. The study further examined the impact of the listed changes within the social context of Umbumbulu’s rural dwellers, while addressing in-depth questions around the topic of modernisation, especially within the confines of rural homesteads and living spaces. A qualitative research approach was employed where an interpretative research paradigm was chosen as a theoretical framework for the study. Data consisted of seven semi structured interviews. The research design consisted of themes, the analysis, as well as the findings in relation to literature. The conclusion showed what the rural dwellers understand about modernisation in a rural context, as well as how it has impacted the changes in building/ dwelling shape, size, style, as well as in the choice of materials used. Three identifiable themes were discussed namely: 1. modernisation; 2. change in building shape, style, size and materials; and 3. positive living experience. Links were made between the themes which in turn indicate how modernisation has had an impact on rural homestead living spaces and dwellers. / M

M.A. / This research project assesses the impact of South Africa's Land Reform Programme on the Land Redistribution Programme and thus, on the productivity and sustainability of farming operations in Limpopo Province. The impact of the Land Redistribution Programme was examined on five farms within four district municipalities in Limpopo Province, namely: Capricorn Municipality (Vaalkop 656LS), Vhembe Municipality (Spitzkop), Waterberg Municipality (Hartebeespoort 84 KR, Speculatie 139LQ and St Catherine 1257LQ). Landsat 5 remote-sensing images and quantitative and qualitative survey techniques were employed to source the information..

PhD, Faculty of Health Sciences, University of the Witwatersrand / Background: In low- to middle-income countries, rising levels of overweight and obesity are a result of multiple transitions, in particular, a nutrition transition. Consequently, in these countries, metabolic diseases are contributing increasingly to disease burden, despite the persisting burden of undernutrition and infectious diseases. Understanding the patterns and factors associated with persistent undernutrition and emerging obesity in children and adolescents, and concomitant risk for metabolic disease, is therefore of criticial importance. This should contribute to public health policy on interventions to prevent adult disease. Aims: To better understand the double burden of malnutrition in a poor, high HIV prevalent, transitional society in a middle-income country; In so doing, to inform policies and interventions to address the double burden of malnutrition. Methods: A cross-sectional growth survey was conducted in 2007 targeting 4000 children and adolescents 1-20 years of age living in rural South Africa. The survey was nested within the ongoing Agincourt Health and Socio-demographic Surveillance System, which acted as the sampling frame and also provided data for explanatory variables. Anthropometric measurements were performed on all participants using standard procedures. In addition, HIV testing was done on children aged 1 to 5 years and Tanner pubertal assessment was conducted among adolescents 9-20 years. A one-year follow-up of HIV positive children included a matched control group of HIV negative counterparts. Data collection involved both quantitative and qualitative methods. Growth z-scores were used to determine stunting, underweight and wasting and were generated using the 2006 WHO growth standards for children up to five years and the 1977 NCHS/WHO reference for older children. Overweight and obesity were determined using the International Obesity Task Force cut-offs for BMI for children aged up to 17 years and adult cut offs of BMI =25 and =30 kg/m2 for overweight and obesity respectively for adolescents 18 to 20 years. Waist circumference cut-offs of =94cm for males and =80cm for females, and waist-to-height ratio of 0.5 for both sexes, were used to determine central obesity and hence metabolic disease risk in ix adolescents. Descriptive analysis described patterns of nutritional status by age, sex, pubertal stage and HIV status. Linear and logistic regression was done to determine predictors of nutrional outcomes. A p-value of <0.05 was considered statistically significant. Results: Prevalence of undernutrition, particularly stunting, was substantial: 18% among children aged 1-4 years, with a peak of 32% in children at one year of age. Stunting and underweight were also substantial in adolescent boys, with underweight reaching a peak of 19% at 14 years of age. Concurrently, the prevalence of combined overweight and obesity, almost non-existent in boys, was prominent among adolescent girls, increasing with age, and reaching a peak of 25% at 18 years. Risk for metabolic disease using waist circumference cut-offs was substantial among adolescents, particularly girls, increasing with sexual maturation, and reaching a peak of 35% at Tanner stage 5. Prevalence of HIV in children aged 1-4 years was 4.4%. HIV positive children had poorer nutritional outcomes than that of HIV negative children in 2007. The impact of paediatric HIV on nutritional status at community level was, however, not significant. Significant predictors of undernutrition in children aged 1-4 years, documented at child, maternal, household and community levels, included child’s HIV status, age and birth weight; maternal age; age of household head; and area of residence. Significant predictors of overweight/obesity and risk for metabolic disease in adolescents aged 10-20 years, documented at individual/child and household levels included child’s age, sex and pubertal development; and household-level food security, socio-economic status, and household head’s highest education level. There was a high acceptance rate for the HIV test (95%). One year following the test, almost all caregivers had accepted and valued knowing their child’s HIV status, indicating that it enhanced their competency in caregiving. Additionally, nutritional status of HIV positive children had improved significantly within a year of follow-up. Conclusions: The study describes co-existing child stunting and adolescent overweight/obesity and risk for metabolic disease in a society undergoing nutrition transition. While likely that this profile reflects changes in nutrition and diet, variation in infectious disease burden, physical activity patterns, and social influences need to be investigated. The findings are critical in the wake of the rising public health importance of metabolic diseases in low- to middle-income countries, despite the unfinished agenda of undernutrition and infectious diseases. Clearly, policies and interventions to address malnutrition in this and other transitional societies need to be double-pronged. In addition, gender-biased nutritional patterns call for gender-sensitive policies and interventions. The study further documents a significant role of paediatric HIV on nutritional status, and the potential for community-based paediatic HIV testing to ameliorate this. Targeted early paediatric HIV testing of exposed or at risk children, followed by appropriate health care for infected children, may improve their nutritional status and survival.

Thesis (M. Dev.) -- University of Limpopo, 2016 / This mini dissertation seeks to articulate the issues and challenges being faced by the rural South Africa pertaining to the aspect of providing ample access to quality education. The structures, policies and programs of the flows of apartheid are therefore compered and contrasted to the post-apartheid (1994) structures, policies and programmes. It further argues that any impediment to the right is in contrast to the spirit and purport of the provisions of the Bill of Rights enshrined in the South African Constitution of 1996 which provides for this constitutional right. Although there was a radical transition in educational policies and programmes from apartheid to postapartheid, till to date there are still numerous challenges within the basic and higher educational sectors within and between institutions. This mini dissertation recommends that government should make education completely free from levels such as primary, tertiary and the postgraduate levels, and to use education as an investment tool. In this regard, government will be investing in youth to contribute in developing solutions to aid the rural masses. It recommends that education be made compulsory from grade 1 to grade 12.

Thesis (MPA.) --University of Limpopo, 2005 / Refer to the abstract

Bibliography: leaves 119-218. / xiv, 218 leaves : ill. (some col.), maps (some col.) ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Salt Manager represents the software system developed by this thesis to implement an interactive land classification methodology. An Expert System (ES), a Geographic Information System (GIS), remotely sensed information and a relational database management system (RDBMS) have been utilised to construct the methodology. / Thesis (Ph.D.)--University of Adelaide, Dept. of Geography, 1995

Bibliography: leaves 103-106. This research is concerned with rural land sharing communities in South Australia. The state's planning system is examined to see what mechanisms it possesses for dealing with communal or any other unconventional development, and what the main planning constraints are. A case study of an actual development application for a rural land sharing community is examined.