D. Tech. Education / The HIV/AIDS pandemic is one of the greatest humanitarian and development challenges ever faced by the global community. It is alarmingly estimated that by 2015 more than 30 per cent of all children younger than 15 years of age will have lost their mothers to HIV. This means that, by 2015, a total of 5.7 million children in South Africa will have lost one or both parents to AIDS. Research has shown that children orphaned by the pandemic - if not cared for - are likely to engage in alternative actions that pose a risk to themselves and society. This implies that it becomes critical to raise orphaned and vulnerable children well to ensure that we don't have a society filled with people who pose a danger to themselves and others. The study is based on systems theory which unravels the multilayers of the government system to bring to bear the challenges regarding care-giving and education experienced at the level of national, provincial and local government. The purpose of the study was to investigate the care-giving process and education of orphaned and vulnerable children.

M.A. (Social Work) / The study aimed at determining the nature of social work supervision in welfare agencies in the Sedibeng Region, Gauteng. The research was of an exploratorydescriptive nature. A questionnaire was used as a data collection tool and was self administered by the respondents. A total population of 57 social work supervisors are employed by non-governmental organisations (NGO), community-based organisations (CSO) and government departments in the Sedibeng region and were included in the study. Fifty one completed questionnaires were returned. The research revealed that the majority of the respondents held a management position within the organisation and it is therefore concluded that supervision of social workers formed part of their management function. In addition, the supervisors rendering social work supervision were in possession of a Social Work Degree, which indicated that supervisors met the basic educational requirement to supervise social workers. Fifty eight percent of supervisors had six or more supervisees under their span of control. This is above the current norm set by government of one supervisor to five social workers. Respondents felt they had the knowledge, experience, infrastructure and resources to supervise staff including relevant policies and procedures to guide supervision. Key supervisory roles and qualities that are relevant to supervision were identified by the respondents. Four key roles were identified by supervisors namely, motivating and inspiring staff (88%), facilitating skills development and increasing the knowledge of supervisees (84%), facilitating professional development of supervisees (76%) and developing the social worker to use him/herself more efficiently and effectively (76%). The most important qualities of a supervisor that were identified are: first, openness, Willingness to help and learn from others (76%), second, a supervisor should be calm, focused and goal-orientated (74%). Finally supervisors should be able to deal with conflict (70%). These three qualities were highly rated among the respondents. Barriers to supervision included: increasing work pressures and demands (74%), high staff turnover (54%) and the emphasis on quantity instead of quality social work services (56%). Recommendations included policies that set minimum norms and standards for supervision. The need to prioritise supervision as part of a management function in social welfare settings within Governmental and Non Governmental Organisations, forums to promote dialogue, capacity building and monitoring and evaluation tools are needed to assess the efficiency and effectiveness of supervision provided and its impact.

This study examines the design and implementation of Common Task Assessment as a Grade 9 summative assessment specifically of Economic Management Sciences. The main focus is on understanding how the quality of the design and implementation thereof at Sedibeng-West and Sedibeng-East schools are managed. The research was undertaken in response to the researcher’s personal observation and experience of how educators were struggling to implement Common Task Assessment, due to lack of resources and the challenges they faced in implementing new policies introduced by the Department of Education. From an international perspective, the literature reveals that Common Task Assessment is problematic in other countries as well, so it is not abnormal to discover similar problems emerging at South African schools during implementation. This thesis presents an overview of the relevant literature which was studied in order to validate the research problem: gaining a perspective on how the design and the implementation of Common Task Assessment concerning the Economic Management Sciences are presently managed at Sedibeng-East and Sedibeng-West schools. Attention was focused on aspects such as the conceptual framework on which the study was grounded, namely that there is a very specific societal relationship within a school which should be honoured at all times. The research paradigm was based on a positivist and post positivist worldview and the empirical investigation comprised of quantitative research, combined with a small dimension of qualitative research. The strategy of inquiry was non-experimental, descriptive survey research carried out with the participation of on Grade 11 learners who had completed the Common Task Assessment of Economic Management Sciences in 2009 and Grade 9 educators who teach this subject. Two structured questionnaires (one for learners and the other for educators) were used, consisting of Likert scale and open-ended questions. Key issues were identified, bolstering strengths and combatting weaknesses in managing the design and implementation of school-based assessment. Educators and learners‟ data revealed far-reaching implications for Common Task Assessment, which should be taken into consideration in order to improve this type of assessment instrument. In everything ethical principles were strictly adhered to. The results from the data analyses were organized into themes concerning the design of Common Task Assessment, as well as the implementation and management thereof. Challenges put forward by learner participants, as well as those put forward by educators, received prominence and the urgency of training educators in the implementation of school-based assessment was accentuated. Findings made from the literature study were compared with those which emerged from the questionnaires, simplifying the task of highlighting the contributions of the study to the theory and the practice of managing school-based assessment and the logic of the recommendations. The thesis suggests numerous guidelines toward a management intervention plan to improve the quality of the design and implementation of school-based assessment. These guidelines were compiled in line with the aims and principles of the New Curriculum Statement (CAPS). The main thrust of the research is therefore not the negative aspects which were identified, but the positive assurance that managing school-based assessment professionally while keeping it CAPS relevant, is not an insurmountable task. / "PhD awarded posthumously."--p.22, Autumn Graduation Ceremony, North-West University, Vaal Triangle Campus, 2013

This study examines the design and implementation of Common Task Assessment as a Grade 9 summative assessment specifically of Economic Management Sciences. The main focus is on understanding how the quality of the design and implementation thereof at Sedibeng-West and Sedibeng-East schools are managed. The research was undertaken in response to the researcher’s personal observation and experience of how educators were struggling to implement Common Task Assessment, due to lack of resources and the challenges they faced in implementing new policies introduced by the Department of Education. From an international perspective, the literature reveals that Common Task Assessment is problematic in other countries as well, so it is not abnormal to discover similar problems emerging at South African schools during implementation. This thesis presents an overview of the relevant literature which was studied in order to validate the research problem: gaining a perspective on how the design and the implementation of Common Task Assessment concerning the Economic Management Sciences are presently managed at Sedibeng-East and Sedibeng-West schools. Attention was focused on aspects such as the conceptual framework on which the study was grounded, namely that there is a very specific societal relationship within a school which should be honoured at all times. The research paradigm was based on a positivist and post positivist worldview and the empirical investigation comprised of quantitative research, combined with a small dimension of qualitative research. The strategy of inquiry was non-experimental, descriptive survey research carried out with the participation of on Grade 11 learners who had completed the Common Task Assessment of Economic Management Sciences in 2009 and Grade 9 educators who teach this subject. Two structured questionnaires (one for learners and the other for educators) were used, consisting of Likert scale and open-ended questions. Key issues were identified, bolstering strengths and combatting weaknesses in managing the design and implementation of school-based assessment.Educators and learners‟ data revealed far-reaching implications for Common Task Assessment, which should be taken into consideration in order to improve this type of assessment instrument. In everything ethical principles were strictly adhered to. The results from the data analyses were organized into themes concerning the design of Common Task Assessment, as well as the implementation and management thereof. Challenges put forward by learner participants, as well as those put forward by educators, received prominence and the urgency of training educators in the implementation of school-based assessment was accentuated. Findings made from the literature study were compared with those which emerged from the questionnaires, simplifying the task of highlighting the contributions of the study to the theory and the practice of managing school-based assessment and the logic of the recommendations. The thesis suggests numerous guidelines toward a management intervention plan to improve the quality of the design and implementation of school-based assessment. These guidelines were compiled in line with the aims and principles of the New Curriculum Statement (CAPS). The main thrust of the research is therefore not the negative aspects which were identified, but the positive assurance that managing school-based assessment professionally while keeping it CAPS relevant, is not an insurmountable task. / "PhD awarded posthumously."--p.22, Autumn Graduation Ceremony, North-West University, Vaal Triangle Campus, 2013

This study examines the design and implementation of Common Task Assessment as a Grade 9 summative assessment specifically of Economic Management Sciences. The main focus is on understanding how the quality of the design and implementation thereof at Sedibeng-West and Sedibeng-East schools are managed. The research was undertaken in response to the researcher’s personal observation and experience of how educators were struggling to implement Common Task Assessment, due to lack of resources and the challenges they faced in implementing new policies introduced by the Department of Education. From an international perspective, the literature reveals that Common Task Assessment is problematic in other countries as well, so it is not abnormal to discover similar problems emerging at South African schools during implementation. This thesis presents an overview of the relevant literature which was studied in order to validate the research problem: gaining a perspective on how the design and the implementation of Common Task Assessment concerning the Economic Management Sciences are presently managed at Sedibeng-East and Sedibeng-West schools. Attention was focused on aspects such as the conceptual framework on which the study was grounded, namely that there is a very specific societal relationship within a school which should be honoured at all times. The research paradigm was based on a positivist and post positivist worldview and the empirical investigation comprised of quantitative research, combined with a small dimension of qualitative research. The strategy of inquiry was non-experimental, descriptive survey research carried out with the participation of on Grade 11 learners who had completed the Common Task Assessment of Economic Management Sciences in 2009 and Grade 9 educators who teach this subject. Two structured questionnaires (one for learners and the other for educators) were used, consisting of Likert scale and open-ended questions. Key issues were identified, bolstering strengths and combatting weaknesses in managing the design and implementation of school-based assessment. Educators and learners‟ data revealed far-reaching implications for Common Task Assessment, which should be taken into consideration in order to improve this type of assessment instrument. In everything ethical principles were strictly adhered to. The results from the data analyses were organized into themes concerning the design of Common Task Assessment, as well as the implementation and management thereof. Challenges put forward by learner participants, as well as those put forward by educators, received prominence and the urgency of training educators in the implementation of school-based assessment was accentuated. Findings made from the literature study were compared with those which emerged from the questionnaires, simplifying the task of highlighting the contributions of the study to the theory and the practice of managing school-based assessment and the logic of the recommendations. The thesis suggests numerous guidelines toward a management intervention plan to improve the quality of the design and implementation of school-based assessment. These guidelines were compiled in line with the aims and principles of the New Curriculum Statement (CAPS). The main thrust of the research is therefore not the negative aspects which were identified, but the positive assurance that managing school-based assessment professionally while keeping it CAPS relevant, is not an insurmountable task. / "PhD awarded posthumously."--p.22, Autumn Graduation Ceremony, North-West University, Vaal Triangle Campus, 2013

This study examines the design and implementation of Common Task Assessment as a Grade 9 summative assessment specifically of Economic Management Sciences. The main focus is on understanding how the quality of the design and implementation thereof at Sedibeng-West and Sedibeng-East schools are managed. The research was undertaken in response to the researcher’s personal observation and experience of how educators were struggling to implement Common Task Assessment, due to lack of resources and the challenges they faced in implementing new policies introduced by the Department of Education. From an international perspective, the literature reveals that Common Task Assessment is problematic in other countries as well, so it is not abnormal to discover similar problems emerging at South African schools during implementation. This thesis presents an overview of the relevant literature which was studied in order to validate the research problem: gaining a perspective on how the design and the implementation of Common Task Assessment concerning the Economic Management Sciences are presently managed at Sedibeng-East and Sedibeng-West schools. Attention was focused on aspects such as the conceptual framework on which the study was grounded, namely that there is a very specific societal relationship within a school which should be honoured at all times. The research paradigm was based on a positivist and post positivist worldview and the empirical investigation comprised of quantitative research, combined with a small dimension of qualitative research. The strategy of inquiry was non-experimental, descriptive survey research carried out with the participation of on Grade 11 learners who had completed the Common Task Assessment of Economic Management Sciences in 2009 and Grade 9 educators who teach this subject. Two structured questionnaires (one for learners and the other for educators) were used, consisting of Likert scale and open-ended questions. Key issues were identified, bolstering strengths and combatting weaknesses in managing the design and implementation of school-based assessment.Educators and learners‟ data revealed far-reaching implications for Common Task Assessment, which should be taken into consideration in order to improve this type of assessment instrument. In everything ethical principles were strictly adhered to. The results from the data analyses were organized into themes concerning the design of Common Task Assessment, as well as the implementation and management thereof. Challenges put forward by learner participants, as well as those put forward by educators, received prominence and the urgency of training educators in the implementation of school-based assessment was accentuated. Findings made from the literature study were compared with those which emerged from the questionnaires, simplifying the task of highlighting the contributions of the study to the theory and the practice of managing school-based assessment and the logic of the recommendations. The thesis suggests numerous guidelines toward a management intervention plan to improve the quality of the design and implementation of school-based assessment. These guidelines were compiled in line with the aims and principles of the New Curriculum Statement (CAPS). The main thrust of the research is therefore not the negative aspects which were identified, but the positive assurance that managing school-based assessment professionally while keeping it CAPS relevant, is not an insurmountable task. / "PhD awarded posthumously."--p.22, Autumn Graduation Ceremony, North-West University, Vaal Triangle Campus, 2013

South Africa as a developing country experienced high levels of poverty and unemployment. These levels emanate from skills gap and low literacy rate in the townships populated by low income households. To an extent some households lacked access to participate in the economic sector, resulting from fragmented policies and apartheid regime. The lack of participation among the households placed pressure on government. These problems forced the state to provide social protection (grants). Such allowances are expensive especially where there are fewer opportunities for employment activities. The promotion of entrepreneurship and small business remains an important priority of the government of South Africa. The South African government is acknowledged for its commitments to ensure that small businesses progressively contribute to growth and performance of the South African economy. Globally, numerous policy legislative frameworks have been developed to support the SMMEs. This study aimed to discover the support given to the SMMEs by the South African government. In particular, the study is situated within the SMMEs in the SDM. The hypothesis for this study is premised on the fact that SMME`s can contribute immensely to job creation. The outcomes of this argument relies on the provisions based on a conducive environment which can enable the SMME`s to thrive. This statement was validated by means of literature review, interviews and site visits. This study found that the SMMEs are indeed the cornerstone of job creation and for sustainable livelihoods. LED programmes can create more jobs through the SMME sector. Literature worldwide confirms that the SMMEs are vital in creating employment opportunities. This research also confirmed that this is possible only if the environment in which SMMEs operate in is favourable for the SMMEs to prosper. In this regard many policy documents were developed to emphasize the stance of government to develop, grow and capacitate SMMEs in South Africa. It is indeed true that the LED can be used to grow and capacitate SMMEs in South Africa. Despite the progress being made on the development of the SMMEs, few issues need to be taken care off. The municipality indicated that there are no monitoring procedures in place which make it difficult to measure the infectiveness of their interventions and they further pointed out that they are working on the matter. The measurement of these milestones is not properly recorded to inform future generations. It is suggested that more research should be emphasised on the SMME sector, especially being the mandate of the municipality. / Thesis (M. Development and Management (Public Management and Government))--North-West University, Vaal Triangle Campus, 2013

South Africa as a developing country experienced high levels of poverty and unemployment. These levels emanate from skills gap and low literacy rate in the townships populated by low income households. To an extent some households lacked access to participate in the economic sector, resulting from fragmented policies and apartheid regime. The lack of participation among the households placed pressure on government. These problems forced the state to provide social protection (grants). Such allowances are expensive especially where there are fewer opportunities for employment activities. The promotion of entrepreneurship and small business remains an important priority of the government of South Africa. The South African government is acknowledged for its commitments to ensure that small businesses progressively contribute to growth and performance of the South African economy. Globally, numerous policy legislative frameworks have been developed to support the SMMEs. This study aimed to discover the support given to the SMMEs by the South African government. In particular, the study is situated within the SMMEs in the SDM. The hypothesis for this study is premised on the fact that SMME`s can contribute immensely to job creation. The outcomes of this argument relies on the provisions based on a conducive environment which can enable the SMME`s to thrive. This statement was validated by means of literature review, interviews and site visits. This study found that the SMMEs are indeed the cornerstone of job creation and for sustainable livelihoods. LED programmes can create more jobs through the SMME sector. Literature worldwide confirms that the SMMEs are vital in creating employment opportunities. This research also confirmed that this is possible only if the environment in which SMMEs operate in is favourable for the SMMEs to prosper. In this regard many policy documents were developed to emphasize the stance of government to develop, grow and capacitate SMMEs in South Africa. It is indeed true that the LED can be used to grow and capacitate SMMEs in South Africa. Despite the progress being made on the development of the SMMEs, few issues need to be taken care off. The municipality indicated that there are no monitoring procedures in place which make it difficult to measure the infectiveness of their interventions and they further pointed out that they are working on the matter. The measurement of these milestones is not properly recorded to inform future generations. It is suggested that more research should be emphasised on the SMME sector, especially being the mandate of the municipality. / Thesis (M. Development and Management (Public Management and Government))--North-West University, Vaal Triangle Campus, 2013

The government of South Africa in the White Paper on Tourism recognises the importance of attracting foreign investment in order to achieve the growth and development objectives of the tourism sector. Foreign investment will increase competition and improve standards as well as create employment and facilitate economic growth. The government should establish a climate of political stability, economic growth and profitability, and provide transparent, stable and consistent policies to attract foreign investment. Crime in South Africa is high and widely believed to restrain investment. The South African White Paper on Tourism has categorically and succinctly stipulated policy guidelines to ensure that tourists are maximally safe and secure. The traditional response to rising crime has been to devote more resources to law enforcement and to introduce tougher penalties in the hope of deterring offenders from committing further crimes. For the purpose of the study, the hypothesis was formulated that the safety and security policy for sustainable development does not necessarily provide a solution to crime and further proactive measures need to be implemented to promote tourism in Sedibeng District Municipality. This study will focus on; strategies for preventing crime in the Sedibeng District Municipality. It is recognised that such policies may need to go beyond the traditional concerns of the criminal justice system (i.e. police, the courts and prisons) if crime prevention is to be addressed in a comprehensive way. Combating crime has been tackled in various ways throughout the world, with some strategies being more successful than others. With the process of formulating a National Crime Prevention Strategy (NCPS) high on South Africa's agenda, the wealth of international experience in crime prevention cannot be ignored. Research, monitoring and objective evaluation of crime policies and programmes, aimed at ensuring that limited financial resources are used most effectively, is a significant contribution which criminologists can make to the policy-making process. / Thesis (M. Development and Management)--North-West University, Vaal Triangle Campus, 2009.

The Sedibeng District Municipality (SDM), according to its Integrated Development Planning Report 2009, is a Category C municipality established in the Gauteng Province. It is the only area of the Gauteng Province that is situated on the banks of Vaal River and Vaal Dam, covering the area formally known as the Vaal Triangle including of Nigel and Heidelberg. It includes the towns of Vereeniging, Vanderbijlpark, Meyerton, and Heidelberg as well as the historic townships of Evaton, Sebokeng, Bophelong, Sharpville, and Ratanda, which have a rich political history and heritage. The SDM covers the entire southern area of Gauteng Province, extending along 120 km axis from East to West. The total geographical area of the municipality is 4630 square kilometers and the numbers of households living are 241223. In order to serve the communities, the municipality needs technologically advanced systems to deliver services efficiently. The study therefore focused on the implementation of e-administration for enhanced service delivery at SDM. The review of Sedibeng District Municipality Integrated Development Plan 2009 regarding service delivery does not indicate any statement recorded regarding e-government as the tool to help speedup service. According to SDM IDP, 2009 the Sedibeng District Municipality has other ICT initiatives such as the implementation of the CCTV in Vanderbijlpark CBD. While Sedibeng District Municipality Website 2009 states that the e-government will be implemented, even the Sedibeng District Municipality‘s website has outdated information. Other pages are still on development viz. visitors, business and residents. There is not much information on the clusters regarding their plans‖. In order to improve the challenge, the study hypothesized that ―lack of effective implementation of e-administration may lead to inefficient service delivery at Sedibeng District Municipality. The findings from the literature review and the empirical research support the central statement. Findings indicate that the SDM is aware regarding the significance of e-administration. The employees at the SDM are therefore receiving training from external service providers to enhance their expertise in the field of e-administration. The SDM needs to be aware and empower community members to understand the utility of e-administration for fast and convenient delivery of services. The SDM needs to invest in human resources to advance the service delivery through appointment of skilled and expert personnel. The adequate implementation of e-administration at the SDM level and the appropriate e-participation by the community members are the foundation blocks of improved and enhanced service delivery. The study recommends that SDM needs to appoint personnel advanced in technology; organize training sessions to enhance technological skills of existing employees on continuous basis; organize public participation forums for community members regarding the significance and utility of e-administration for improved service delivery; organize training sessions for community members to empower them with the technological means of participation; improve its website for the community members to log-in their requests; establish one-stop centres for the community members to utilize the e-administration. This is an imperative step as not all community members have access to computers and internet at home; deploy facilitators to train community members regarding the procedures of e-administration in their local language(s); and to improve on e-infrastructure in the form of establishment of kiosks in rural areas. This will assist geographically scattered community members to approach the municipal officials with ease The study recommends to further explore the concept of e-administration to combat bureaucracy and enhance transparency in the government processes in general and at the grass-roots level in particular. / Thesis (M. Development and Management)--North-West University, Vaal Triangle Campus, 2011