91 |
Evaluating the criteria for allocation of development projects in the context of spatial development frameworks in Thulamela Local MunicipalityThiba, M. C. 18 May 2019 (has links)
MURP / Department of Urban and Regional Planning / The study evaluates the criteria for allocation of development projects to communities using
key guideline documents from municipalities such as the Spatial Development Frameworks
and the Integrated Development Plans. Allocation of development projects in local
municipalities must be well informed and must prioritise community needs hence the need for
an objective process to the allocation of projects in communities. The study focused on one
rural local municipality, Thulamela Local Municipality due to the level of service delivery
protests and service delivery dissatisfaction experienced in the municipality that led to the
2016 municipal boundary redefinition process and a request of a new municipality called
Collins Chabane. In this study, the name Malamulele which was under Thulamela Local
Municipality is used interchangeably with the new name Collins Chabane. The study utilised
the Evaluation Survey Approach to determine the allocation of projects in different
communities in Thulamela local municipality. Both qualitative and quantitative research
techniques, using Evaluation Survey Approach to unpack the implications of misbalanced
allocation of development projects in rural communities were used. Data was collected through
household questionnaires, key informant interviews and field observations. Key informants
were selected through purposive random sampling techniques while household surveys were
accomplished through stratified random sampling technique. Collected data on the role of
government with respect to service delivery, criteria on the allocation, economic and
demographic profiles, infrastructure and community service provision and principles of project
allocation are presented, discussed, processed and analysed through thematic content
analysis, SPSS and Microsoft Excel Packages. Based on the study’s findings of insufficient
public participation, misalignment of SDF/SDBIP/IDP, lack of fund and planning, boundary
disputes among others, the researcher then makes recommend the strategy for the allocation
of development projects that involves outlining the criterion used to allocate development
projects, adequate public participation, improved level of SDF alignment and principles for
improved developmental project allocations in rural municipalities. / NRF
|
92 |
The role of school governing bodies in improving school performance in Taung rural areasQuan-Baffour, Kofi Poku 30 November 2006 (has links)
The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung.
The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted.
The study reveals that
* community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children
* the improvement in learner performance is the co-responsibility of the home and the school
* community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors.
The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)
|
93 |
The role of school governing bodies in improving school performance in Taung rural areasQuan-Baffour, Kofi Poku 30 November 2006 (has links)
The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung.
The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted.
The study reveals that
* community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children
* the improvement in learner performance is the co-responsibility of the home and the school
* community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors.
The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)
|
94 |
Faecal contamination pathways and prevalence of diarrheal pathogens in rural households with and without improved sanitation facilitiesMurivhame, Lavhelesani Given 18 September 2017 (has links)
MSc (Microbiology) / Department of Microbiology / See the attached abstract below
|
95 |
The impact of the centre wide approach of the delivery of water services : a case study of Ukhahlamba district manucipality in the Eastern Cape, South AfricaDuma, Nokubonga Dominica 11 1900 (has links)
Sector Wide Approach (SWAP) can be defined as collaboration between governments, development partners and civil society. It promotes coordination of various donor funded programmes to align with a common sector vision. In the case of South Africa, a water sector SWAP was introduced in 2000. Funds were directed to municipalities that were providing water known as Water Services Authorities (WSAs). This study examines the impact of the SWAP on tangible water delivery issues in Ukhahlamba District Municipality, Eastern Cape. The literature reviewed focuses on rural development in South Africa, and abroad. The quantitative aspect of the research considered various sources including primary data from municipal records of water services provision. Interviews were held with community members, municipal and provincial government officials. Analysis of information from these sources indicates some aspects of water delivery were positive and some negative. Recommendations for improvement and further research are made in the last chapter. / Development Studies / M.A. (Development Studies)
|
96 |
An evaluation of a mathematics professional teacher development programmeNel, Benita Portia 06 1900 (has links)
Although South African teachers have ample opportunities for professional development (PD), weak results of learners show that these opportunities have had a limited effect on the development of the Mathematics teachers’ instructional skills. The improvement of the teaching of Mathematics is regarded as a solution to learners’ poor performance, because teachers play a key role in the improvement of pupils’ learning. In the light of this, a Mathematics PD programme implemented in a province of South Africa was evaluated and served as a case study. The aim of this evaluation was to probe the quality of the programme since it had been suggested that improving the quality of teaching can be achieved by offering effective PD programmes. Thus, the evaluation was done in an attempt to establish the academic value of the intervention. The investigated programme – which was implemented in a rural and under-resourced setting – focused on FET Mathematics teachers and used mentoring and workshops as its key intervention implementers. Five teachers were involved in this programme. Data collection methods included semi-structured interviews, lesson observations, mentoring and workshop reports, the results of learners, and pre- and post-test results of the participants. The evaluation of the PD programme revealed the following: that the workshops addressed the participants’ content knowledge gap to a limited degree; that mentoring was able to assist with the individual classroom-related needs of the participants, and that the community of practice formed in the workshops helped the participants to develop by means of working together on lesson preparation, micro-teaching, and content knowledge exercises. Other findings revealed that the duration of the workshops were adequate, however their intensity was insufficient to effectively address the participants’ needs, and that the workshops were carefully planned, given that the same topics were repeated. The mentor teachers and other facilitators encountered challenges relating to the long intervals between the mentoring sessions, the limited post-lesson-observation discussion time, the significant distances between the involved schools and the heavy teaching load of the participants. Nevertheless, recommendations on improving the effectiveness of future PD programmes included careful selection of the dosage of interventions, site-based mentoring, to incentivise participants of PD programmes, alleviating the teaching load of overburdened participants and the creation of conducive environments in rural areas for the formation of communities of practice. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))
|
97 |
Creating and maintaining a culture of teaching and learning in rural primary schools in LimpopoMehlape, Malekutu Johannes 11 1900 (has links)
Rural primary schools have got an immense role to play regarding the educational foundation for
the subsequent phases of schooling. In ensuring that an extremely solid foundation is laid. the
creation and maintenance of a positive culture of teaching and learning becomes extremely very
important in this category of schools. It is the primary task of the primary school principal to
ensure that quality teaching and learning is taking place in her/his school. I Iowever, in ensuring
that a positive culture of teaching and learning becomes a reality in their schools, principals
cannot work in isolation but, in collaboration with other potential stakeholders. A variety of
factors like good management on the part of principals to good commitment and involvement on
the part of other stakeholders like educators, learners, parents. community, business people and
the government. lead to teaching and learning of a very high and acceptable standard. The
purpose of this research project was to investigate how principals of rural primary schools create
and maintain a culture of teaching and learning. The outcomes of this investigation could assist
rural primary school principals in their attempts towards ensuring a positive culture of teaching
and learning. The outcomes could also assist other stakeholders as to how best can they assist
rural primary school principals in making schools centers for a positive culture of teaching and
learning. The methodology of research for this investigation is quantitative. The questionnaire
was used as a tool for empirical data collection. This research project has revealed several
mechanisms that arc utilized by rural primary school principals in creating and maintain a culture
ofteaching and learning. It also emerged from thi s study that in creating and maintaining COLT
in schools, rural primary school principals encounter some problems that need the undivided
attention of every education stakeholder. / Educational Leadership and Management / M. Ed. (Education Management)
|
98 |
Non-metropolitan gated developments in the Western Cape : patterns, processes and purposeSpocter, Manfred Aldrin 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Gated developments, also known as gated communities, have become a feature of urban living
throughout the world and have been the subject of intensive research. Gated developments in South
African cities are a ubiquitous feature of the post-apartheid urban landscape with many new housing
developments in the form of secure estates or fortified townhouse complexes. Almost all the
international literature on gated developments has focused on them as a metropolitan phenomenon.
Very few international studies have investigated gated developments in non-metropolitan locales and
this topic is unexplored in the South African context. This dissertation addresses this research gap.
The study area is the entire non-metropolitan area of the Western Cape province. The politicoadministrative
concept of non-metropolitan is used rather than the descriptor rural because the latter
implies an area of primary production with no diversification of productive activities. The study area
excludes the metropolitan area of Cape Town but includes the rest of the province within which there
are settlements of varying sizes having a diverse range of economic activities. It is in these places that
gated developments were investigated to cover and discover particular aspects of the hitherto
unexplored non-metropolitan gated developments of South Africa.
The specific objectives were to place the research in the theoretical and conceptual debates of gated
developments; map the occurrence of the phenomenon; and spatially analyse the location and security
aspects of the developments at a macro scale. Two towns, Swellendam and Ceres, were selected as case
studies as their gated developments present a host of significant features warranting further micro-scale
analysis. The spatial and locational analyses yielded other researchable themes specific to certain types
of developments, namely retirement gated developments in Oudtshoorn and Swellendam and gated
developments outside the urban edge. A comprehensive spatially-linked database of gated
developments in the study area was compiled from numerous sources, culminating in a process of
groundtruthing that resulted in the collection of data on the physical features of each development.
Qualitative data was collected from respondents through interviews, electronic communications and a
questionnaire survey. Distribution patterns of gated developments were determined from spatial data
and data on physical features was used to calculate security level index values for the gated
developments. These data sets enabled spatial and typological comparisons to be made. Qualitative data added a ‘voice’ to the quantitative data and provided insights into social, economic and planning
aspects of gated developments.
The location of gated developments in the province is largely determined by proximity to metropolitan
Cape Town and areas with high occurrences of amenities. The spatio-temporal patterns and typological
distinctions of gated developments are influenced by location-specific factors. In some towns the gated
developments typify a living space and in others a living and lifestyle space. The security features of
gated developments also vary typologically and spatially. Crime data was used to show that the
distribution of non-metropolitan gated developments is not necessarily associated with towns with high
levels of criminal activity. Security in these developments is not a response to rampant crime, rather a
strategy brought into play in case something happens – preparedness in the unlikely event of a breach
of security. The gated developments in the two case-study towns are strongly influenced by locationspecific
needs, the purposes of residents and the processes of municipalities. Niche market gated
developments, as represented in the thematic case studies of retirement gated developments and gated
developments outside the urban edge are promoted by pull factors within towns and by the allure of an
exclusive rural residential lifestyle of living in areas with high amenity offerings. The latter is linked to
the transformation of agricultural land into gated developments, which signals a shift to postproductivist
change in the study area.
The results of this seminal investigation into non-metropolitan gated developments suggest avenues for
further research endeavour. These include the need for greater understanding of the changing nature of
social relations between gated and the non-gated inhabitants of non-metropolitan locales; investigation
of the potential for increased topophobia within towns; and examinations of the functions of the various
stakeholders and role players in establishing non-metropolitan gated developments. / AFRIKAANSE OPSOMMING: Geslote woonbuurte, ook bekend as geslote gemeenskappe, ’n kenmerk van baie stede regoor die
wêreld, het die onderwerp van intensiewe navorsing geword. Geslote woonbuurte in Suid-Afrikaanse
stede is ‘n alomteenwoordige kenmerk van die post-apartheid stedelike landskap met baie nuwe
behuisingsontwikkelings wat as beveiligde landgoede en meenthuiskomplekse gebou word. Die
meerderheid van die internasionale literatuur oor geslote woonbuurte beskou hulle as ’n
metropolitaanse verskynsel. Baie min internasionale studies het geslote gemeenskappe in niemetropolitaanse
lokaliteite ondersoek en dié onderwerp is onverken in die Suid-Afrikaanse konteks.
Hierdie proefskrif vul dié navorsingsleemte.
Die studiegebied is die hele nie-metropolitaanse gebied van die Wes-Kaap provinsie. Die politiesadministriewe
konsep ‘nie-metropolitaans’ word gebruik in plaas van die benaming ‘landelik’ omdat
laasgenoemde ’n gebied van primêre produksie met geen diversifisering van ekonomiese aktiwiteite
impliseer. Dus, sluit die studiegebied die metropolitaanse gebied van Kaapstad uit, maar sluit die res
van die provinsie in waar nedersettings van verskeie grootte en met ’n diverse reeks ekonomiese
aktiwiteite voorkom. Dit is in hierdie gebiedens dat geslote woonbuurte ondersoek word met die doel
om besondere aspekte van hierdie tot nou toe onverkende nie-metropolitaanse geslote woonbuurte in
Suid-Afrika, na vore te bring.
Die spesifieke doelwitte is om die navorsing binne die breër teorietiese en konseptuele debatte rondom
geslote woonbuurte te plaas; die verspreiding van die verskynsel te karteer; die ligging en die
sekuriteitsaspekte van die woonbuurte op makro skaal ruimtelik te ontleed. Ceres en Swellendam word
as gevallestudies behandel. Die twee dorpe se geslote woonbuurte ’n menigte beduidende kenmerke
van hul geslote woonbuurte vertoon, wat verdere mikro skaalanalise regverdig. Die ruimtelike en
liggingsanalises het navorsingwaardige temas oor spesifieke tipes geslote woonbuurte onthul. Die
temas sluit geslote aftreewoonbuurte in Oudtshoorn en Swellendam en geslote woonbuurte buitekant
dorpsgrense in. ’n Omvattende ruimtelike databasis van geslote woonbuurte binne die studiegebeid is
uit verskeie bronne saamgestel en ’n proses van terreinverifiëring het vir die inwin van data oor fisiese
kenmerke van elke woonbuurt gesorg. Kwalitatiewe data is by respondente verkry deur middel van
onderhoude, elektroniese kommunikasie en ’n vraelys opname. Verspreidingspatrone van die geslote
woonbuurte is aan die hand van die ruimtelike data vasgestel en die data oor die fisiese verskynsels is gebruik om ’n sekuriteitsindekswaardes van die geslote woonbuurte te bereken. Die datastelle het
ruimtelike en tipologiese vergelykings moontlik gemaak. Kwalitatiewe data het ’n ‘stem’ aan die
kwantitiewe data verleen en insig in die sosiale, ekonomiese en beplanningsaspekte van geslote
woonbuurte verskaf.
Die ligging van geslote woonbuurte in die provinsie is grootliks deur nabyheid aan die Kaapse
metropool en gebiede met ’n hoë voorkoms van geriewe beïnvloed. Die ruimtelike- en tydspatrone en
tipologiese kenmerke van geslote woonbuurte is deur liggingspesifiekefaktore beïnvloed. In sommige
dorpe is die geslote woonbuurte as ’n ‘leefruimte’ gekenmerk, terwyl ander geslote woonbuurte as
‘leefruimte en leefstylruimte’ getipeer word. Die sekuriteitsverskynsels van geslote woonbuurte het ook
tipologiese en ruimtelike verskeidenheid getoon. Misdaaddata is gebruik om te toon dat die
verspreiding van nie-metropolitaanse geslote woonbuurte nie noodwendig ooreenstem met dorpe met
hoë misdaadsyfers nie. Sekuriteit is nie ’n reaksie op buitensporige misdaadsyfers nie, eerder ’n
strategie wat in werking tree in geval iets gebeur – paraatheid vir die onwaarskynlike gebeurtenis van
’n sekuriteitskending. Die ontwikkeling van geslote woonbuurte in die gevallestudiedorpe is sterk deur
liggingspesifieke behoeftes, die doelstellings van inwoners en prosesse van munisipaliteite beïnvloed.
Geslote woonbuurte wat nismarkte bedien, soos dié wat deur die tematiese gevallestudies
verteenwoordig is, word bevorder deur sekere aantrekkingsfaktore wat dorpe bied en die bekoring van
’n eksklusiewe landelike residensiële lewensstyl in gebiede met ’n hoë voorkoms van geriewe vir
lewensgenieting. Laasgenoemde is gekoppel aan die omskepping van landbougrond vir die bou van
geslote woonbuurte wat ’n aanduiding van post-produktivistiese verandering in die studiegebeid is.
Dié eerste en gedagteprikkelende ondersoek oor nie-metropoolitaanse geslote woonbuurte opper temas
vir verdere navorsing. Dit sluit in ’n verstaan van die moontlike veranderings in sosiale verhoudings
tussen die inwoners van geslote en ongeslote nie-metropolitaanse lokaliteite, die moontlikheid van
verhoogde topofobie in dorpe; en ondersoeke oor die rol van verskillende insethouers en rolspelers in
die ontwikkeling van nie-metropoolitaanse geslote woonbuurte.
|
99 |
Uitdagings aan onderwysleiers in gekombineerde skole in die Suid-Kaapse plattelandVan Heerden, Marianne 12 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Unique demands are made on management of combined schools in the Southern Cape
because it must accommodate seven to eighteen year old learners, each with their specific
needs. This includes the adolescent who has to adapt to several changes in his/her own
body as well as in the environment.
Elementary and middle schools in Japan and the USA have restructured to be more
effective by accommodating the specific needs of the learners, as well as the demands
which the society in the twenty-first century will make on learners. The success of these
schools encouraged high schools to adopt a more personal nature in the relationship
between adults and learners and to prepare learners for jobs which would be very different
from those of a few years ago.
There are quite a few aspects in favour of combined schools, for example, fewer learners,
a long relationship with the school and a close relationship between school and
community. These aspects should be used to their fullest to ensure that these schools
remain the "good" schools they were in the past.
Criteria for being effective schools are changing drastically and combined schools cannot
just rely on their previous success for growth. A generation of learners with a unique
nature and of whom unique demands will be made in the future are entering these schools.
Schools will have to provide more than mere subject knowledge. Learners must receive
education in character, ethics, self-discipline and stress management.
Schools will have to be managed from a new paradigm to accomplish these aspects.
Change can only happen when people change and that would create a new culture. When schools are managed from a principle-centered paradigm, people are empowered to
experience private and public victories. It is then possible to align the managerial and
organizational levels with the values embedded in the school mission. / AFRIKAANSE OPSOMMING: Daar word besondere eise aan die bestuur van gekombineerde skole in die Suid-Kaapse
platteland gestel aangesien leerders van sewejarige tot agtienjarige ouderdom, elk met sy
besondere behoeftes, geakkommodeer moet word. Dit sluit ook die adolessente in wat by
verskeie veranderings in hulle eie lewens en die omgewing moet aanpas.
In Japan en die VSA het veral die laerskole begin herstruktureer om skole meer effektief te
maak deur die behoeftes van leerders aan te spreek, veralook ten opsigte van die eise wat
die samelewing van die een-en-twintigste eeu aan leerders sal stel. Hulle sukses het ook
hoërskole aangespoor om aanpassings te maak, veral ten opsigte van die skepping van In
meer persoonlike aard van die verhoudings tussen leerders en volwassenes, en die
voorbereiding van leerders vir In arbeidsmark wat drasties verskil van enkele jare gelede.
Gekombineerde skole het baie faktore wat kan veroorsaak dat hulle effektiewe skole kan
wees, byvoorbeeld min leerders, In lang verbintenis van die met die skool en In sterk band
tussen skool en gemeenskap. Daar moet egter doelbewus beplan word om hierdie
aspekte te benut sodat verseker kan word dat hulle ook in die toekoms die "goeie" skole
kan bly wat hulle in die verlede was.
Kriteria vir effektiewe skole is besig om drasties te verander en gekombineerde skole kan
nie net op ou suksesse voortbou nie. In Geslag leerders met In unieke aard en aan wie
unieke vereistes in die toekoms gestel gaan word, betree nou die skole. Skole moet meer
as net vakkennis oordra. Karakteropvoeding, etiek, selfdissipline en streshantering is
aspekte wat binne die skoolkurikulum aangespreek moet word.
Om bogenoemde suksesvol te laat wees, moet daar vanuit In nuwe paradigma bestuur word. Verandering kan net plaasvind indien mense verander en daar sodoende 'n nuwe
kultuur in skole gevestig word. Wanneer daar vanuit 'n beginselgesentreerde paradigma
bestuur word, word mense bemagtig om eers privaat oorwinnings en dan publieke
oorwinnings te behaal. Dis dan moontlik om die bestuurs- en organisatoriese vlakke in lyn
met die waardes van die missie van die skool te bring.
|
100 |
The role of education in land restitution, redistribution and restrictions as individual, group and national empowerment through land reformYeni, Clementine Sibongile January 2013 (has links)
Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, Durban, South Africa, 2013. / This study is focused on the role of education to improve awareness of two critically important aspects of the South African situation 19 years after the first democratic elections in 1994. In the first instance, the study aims to augment the grades 10-12 Life Orientation curriculum to promote understanding and appreciation of land rights as human rights for every citizen in South Africa to address the social injustices of the past. In the second instance, the study focuses on grades 10-12 Agricultural Sciences curriculum to ensure that every learner who leaves school is in a position to care for land responsibly, and to use land productively for his or her own benefit and the benefit of others in the future.
These foci have been informed by numerous interactions with people in four small communities on the Southern KwaZulu-Natal coast, who have been victims of landless as a result of the Group Areas act of 1960, and are claiming restitution for the land lost, and are required by law to make the restituted land productive.
The study records first hand stories told about land ownership, landless, land claims, land restitution, and land (ab)use stories, in the form of narratives, such as autobiographies, auto-ethnographies, accounts of action research and self study. My research participants and I are the authors of our land stories. We tell our stories as a way of making the private public in the interests of a fair and just society.
The forms of presentation include narratives, dialogues, playlets, literary references and critical reflections. The perspectives used include the native worldview, rurality as a dynamic, generative and variable milieu, the orality-literacy interface, the effect of oppression, and values and beliefs, customs and mores which (in)form a civil and civilised society.
During the course of the study, the role of stories to reveal what is happening in the lives of those people most affected by unjust laws, and to empower them to take action in their own best interests became evident.
The major role of education in land reforms cannot be overemphasized, which is why I have used what I have discovered from the many interactions with many people to inform two grades 10-12 school curricula: the grades 10-12 Life Orientation curriculum and the grades 10-12 Agricultural Sciences curriculum . / PDF Full-text unavailable. Please refer to hard copy for Full-text / D
|
Page generated in 0.0734 seconds