This study examined the relationship between social capital and utilization of HIV/AIDSrelated healthcare amongst people living with HIV in rural Matabeleland South province of Zimbabwe. It also explored barriers to optimal HIV/AIDS-related healthcare utilization among this rural population. Grounded on the Andersen and Newman model of healthcare utilization and social capital theory, the study employed a mixed method research design. Using time-location sampling procedure, a total of 399 people living with HIV were interviewed using a survey questionnaire. Semi-structured in-depth interviews were also conducted with 40 purposively selected key informants that included healthcare workers, HIV/AIDS service providers and community leaders. A statistically significant association was found between social capital and healthcare utilization. The binary logistic regression model was statistically significant, χ² (11) =129.362, (p < .005), it correctly classified 80.20% of cases and explained 59.3% of the variance in healthcare utilization (Nagelkerke R-Square =59.30%). The 16 items of the social capital scale were subjected to principal compoments analysis (PCA). Kaiser-Meyer-Olkin (KMO) value of sampling adequacy was 0.645 and Bartletts's Test of Spehericity reached statistical significance (χ² (120) = 128, p < .001), supporting the factorability of the correlation matrix. Social capital was a significant predictor of HIV/AIDS-related healthcare utilization (p<0.001). The results indicated that for a unit increase in social capital the odds of utilization of HIV/AIDS-related healthcare increased by a factor of 59.84. Other significant predictors of HIV/AID-related healthcare utilization amongst the study participants were gender (p<.05, odds ratio=3.4), discrimination (p<.05, odds ratio = 7.7) and household headship (p<.001, odds ratio = 4.3). Enabling factors such as membership in health insurance schemes and household income had no significant effect on HIV/AIDS-related healthcare utilization. Major barriers to HIV/AIDS-related healthcare utilization were food insecurity and reliance on informal sources of medication. This study contributed to understanding of the influences of social capital on the utilization of HIV/AIDS-related health care and underscored the need to integrate social capital in designing interventions to improve HIV/AIDS-related healthcare utilization in rural contexts.

Child sexual abuse is a prevalent problem in South Africa – one in every three children is sexually abused before the age of 18. Sexually abused children have serious psychological, physical and social problems which cause further difficulties into adulthood. Most abusers are known to their victims and thus, victims do not always disclose the abuse. Therefore, the law compels the reporting of child sexual abuse suspicions by third parties. However, past research shows that mandated reporters do not always report child sexual abuse suspicions. This study aimed to investigate the factors related to the mandatory reporting of child sexual abuse amongst primary school teachers in South Africa. A cross-sectional research study, using self-administered survey questionnaires, was conducted amongst foundation phase teachers in the Western Cape province of South Africa. Grounded on the theory of planned behaviour, this study investigated the relationships between various independent variables with the teacher's intention to report child sexual abuse. The independent variables tested included the teachers' attitude towards reporting, subjective norm, perceived behavioural control, knowledge on mandatory reporting, past reporting behaviour and socio-demographic characteristics of teachers. From a total population of 1118 public primary schools (and estimated 9542 foundation phase teachers), using stratified random sampling, a total of 2032 questionnaires were hand-delivered to 200 schools randomly selected across the Western Cape. A total of 399 foundation phase teachers participated in this study, representing a 20% response rate. This study found that about 25% of teachers had reported at least one case of child sexual abuse during their teaching career. About 7% of the teachers in this study had encountered instances in which they had failed to report suspected child sexual abuse. Subjective norm and perceived behavioural control (but not attitude towards reporting) was found to predict intention to report amongst teachers. A teacher who reported child sexual abuse in the past as well as a teacher with more accurate knowledge on mandatory reporting, was more likely to have intention to report in the future. Contrary to that posited by the theory of planned behaviour, attitude towards reporting did not mediate the relationship between past reporting behaviour and intention to report nor the relationship between knowledge on mandatory reporting and intention to report. The study further found that older teachers with more years teaching experience, although having a lower education level, were more likely to report their suspicions. Younger teachers, with less teaching experience, although better educated than their older counterparts, indicated less likelihood of reporting. The theory of planned behaviour, although significant, could not on its own effectively be applied to teachers' intention to report child sexual abuse and further investigation identified other explanatory factors that influenced teachers' intention to report. Given the high prevalence of child sexual abuse, the results have important implications. Whilst the teachers' age, years teaching experience or past reporting behaviour cannot be controlled, teachers must be adequately trained and supported. Knowing how to recognize and report child sexual abuse must be integrated into the tertiary education qualifications of student teachers as well as in continuing in-service training initiatives of current teachers. Furthermore, schools and the entire child protection system, must be supportive to teachers in their reporting duties.

This study deals with leadership and 'humanness' and compares the perceptions of human equality of two outstanding African leaders, 'fathers of their nations', Kwame Nkrumah, first president of Ghana, and Julius Nyerere, first president of Tanganyika, later Tanzania. Leadership is a key issue for political, economic and social development in Africa and worldwide. This is especially true in times of financial and economic globalisation that affects people in poor African countries significantly. Half a century after the independence of most countries on the continent, poverty is the daily experience of the majority of Africa's people. Public criticism about the present political leadership and their 'delivery' of goods and services to the people is widespread and profound. This problem prompted me to study the leadership experiences of Nkrumah and Nyerere. The overall goal of this research is to better understand Nkrumah and Nyerere as leaders in Africa. Therefore, my study has two research questions: what are their perceptions on equality and human development - and what is their historical and contemporary relevance, in times of human rights violations and increasing inequalities. The methodological choice is critical hermeneutics (Gadamer 1990, 2013; Ricoeur 1991b; Habermas 1992b, 1996), which allows a multi-cultural historical and contemporary dialogue with Nkrumah and Nyerere through their text. Hermeneutics also has relevance in Africa (Oruka 1990; Serequeberhan 1994; Mbembe 2001). I name my method the "triple jump" (Häussler 2009a). The study is a combination of a quantitative and a qualitative method with a hermeneutic conversation. The core-keywords of the dialogues are colonialism, unity, socialism, equality, freedom and development. There are three significant findings that contribute new knowledge to our understanding of Nkrumah and Nyerere as leaders. First, that using the hermeneutic dialogue (my "triple jump") as a holistic and practical model enables a 'better' understanding of Nkrumah and Nyerere. Second, interpreting their perceptions on human equality reveals that both leaders prioritise education as a critical part of human development and achieving equality in society. It also unveils differences in their focus: Nkrumah on de-colonisation and African unity; Nyerere on social and economic self-reliance, and equal rights. Thirdly, the study reveals tensions between their discourses on equality and freedom and their personal capacity to deal with power, opposition, human rights and idealism. My study concludes with recommendations for the development of ethical leadership and for personal support for leaders in office.

Includes abstract. / Includes bibliographical references. / The study explored the use of residential diversion within a restorative justice framework in the management of youth sex offenders in South Africa. The research design combined qualitative and quantitative approaches with a predominantly qualitative thrust in the gathering, analysis and presentation of data. A non-probability purposive sampling method was adopted with three sets of samples, namely, youth ex-sex offenders, their significant others, and key informants from various professions who were involved in the management of youth ex-sex offenders and/or their victims in a variety of settings. Three semi-structured interview schedules were developed in advance and used as tools for data collection through in-depth face-to-face interviews with each research respondent.

Since the fall of Apartheid, the new mandate of the democratic South African government has been to provide equal quality education for all and to desegregate the education system in South Africa. The desegregation of tertiary education afforded Black students the opportunity to navigate different campuses with vast institutional origins and cultures. This qualitative study aimed to explore Black students' experiences of Blackness while navigating two university campuses in the Western Cape. Drawing upon Black Consciousness and Double Consciousness as the theoretical frameworks, this study examined the experiences and perceptions of Blackness of 20 Black male and female students from two Universities in the Western Cape Province. The aim was to gauge the participants’ sense and understanding of Blackness and how it is shaped and reshaped as they navigate the university space. First, the findings revealed that that Black students exhibited racial pride and ascribed positive traits to Blackness. The students were proud to be Black and asserted that Black people had a good work ethic. Students reported that being Black afforded them an opportunity to change their socio-economic circumstances and improve their communities. Second, Black students who navigated historically White neighbourhoods, schools and university experienced South Africa as untransformed and unequal. On the other hand, Black students who navigated historically Black neighbourhoods, who went to historically Black schools and who attended a majority Black University viewed South Africa as a Rainbow Nation. Black students who attended a historically White university had a heightened sense of Blackness and experienced marginalisation within the university context compared to the Black students who went to a majority Black university Third, universities are not neutral spaces and their historical origins characterise their institutional cultures and the academy. Black students who attended the university founded during colonialism reported that the campus had colonial symbolism and the culture of the university favoured White students. The students reported that the curriculum was Eurocentric and needed to be decolonized. Fourth, Blackness is shaped and reshaped differently on university campuses. Students who went to a majority Black university expressed they were in the majority and the university was a comfortable environment. Black students at both universities experienced racial discrimination and alienation from White and/or Coloured academic staff. Despite progressive policies, this study revealed that much more work need still needs to be done to right the wrongs of the past.

As a consequence of Apartheid, schools today are still grappling with the process of desegregation of an unequal education system in South Africa. The inequality of skills acquired by children and the poor quality of education received undermines their ability to understand or develop aspirations. This qualitative study aims to explore the educational journey of high school learners and how the journey shapes their aspirations. Drawing upon the background of high school learners, particularly their family background, socio-economic status and neighborhood, this study examines the aspirations informed by the educational journey of learners. First, the findings revealed that academic interests of learners were not steered by the stature of the school they attended. The reasons that are understood to be positively affecting the change in academic interests are more self-driven than influenced by factors that are outside of the personal journey of the learners. Second, parents who were educated themselves valued the importance of quality education, which meant not only improving marks, but also building and working towards an aspiration. Third, learners who came from decent and peaceful neighborhoods mostly reported a supportive community and one that is always striving for a better future through education. This community dynamic also had a positive effect on the learners’ focus and ability to study after school hours. The results of the study also mention the shortcomings of the current South African education system in the way that it only allows for limited real-world exposure and restricts learners from making informed subject choices. Recommendations for corrective measures in the form of introduction of gap year programs, better subject choices and exposure to career fairs and interaction with field experts are made by the researcher.

The number of orphans in Sub-Saharan Africa reached 51,900,000 in 2013. There has been limited research, particularly in the countries of Mozambique and Guinea-Bissau, on the role of social protection policies, types of alternative care, and fulfillment of basic needsin ensuring the welfare of this vulnerable population. The goal of the present thesis was to examine the interconnections between these factors and their relations to the overall well-being of 122 orphans and vulnerable children between the ages of 10 and 17 yearsin the two countries. Using a mixed-method approach, both quantitative data (health, basic needs fulfillment, domains of well-being) and exploratory qualitative interview-based data were collected. A literature review on the social protection policies of orphans and vulnerable children (OVC) was undertaken prior to data collection in the field. Caregivers and local authorities were also interviewed. The results showed a marked difference in the way basic and psycho-social needs were met in the different types of alternative care situations children experienced in the two countries. The well-being of children varied widely among the care centres within each country, and indicated a comparative advantage for those children living in residential centres. The findings also indicated that the efforts to support orphans and vulnerable children were more advanced in Mozambique than in Guinea-Bissau at the policy-level, but this did not necessarily translate into higher overall well-being for children in that country. Significant associations were also found between the overall well-being of orphans and vulerable children and their social situation in the community, food, health, and education situations. Taking these findings into account, the researcher calls for more comprehensive social protection policies in the two countries, promoting community integration of these children.

Every year youth living in child and youth care centres (CYCCs) in Cape Town prepare themselves for independent adult living as they approach the age of majority, eighteen years of age, which enables them to legally leave state care. This research study explored the experiences of Cape Town youth transitioning from CYCCs to independent adult living. The study was conducted with a sample of twenty youth from five different CYCCs in Cape Town, South Africa. The study adopted a qualitative approach using a semi-structured interview schedule for face-to-face interviews with the participants. A purposive sample was used for the selection of participants for this study. Data collected during this study was analysed using Tesch’s eight-step approach to data analysis. The study findings revealed that participants had various perceptions regarding their transition from their CYCCs to independent adult living. Some perceived their exit from state care as a disturbance in their lives which resulted in them experiencing a range of emotions such as fear and anxiety as they anticipated how their lives would change once they leave state care. Others recognised that during this time they would experience some independence which meant taking on more responsibility for their lives such as being accountable for their daily living costs which include groceries, electricity and transport. Participants also viewed this transitional period as a time to actively look for alternative accommodation before leaving state care to avoid potential homelessness. Living in care was also understood as an opportunity for youth to successfully complete their high schooling without any disruptions. In addition to this the study findings revealed that participants had aspirations that they hoped to see come to fruition while they prepare for independent adult living. These included making contact with their families of origin, enrolling into tertiary institutions, finding employment and helping others in need. They also foresaw challenges that may arise while they prepared for independent adult living. These challenges included repetition of negative past behaviours, struggling to find employment, worries about safety, worries about not having support after leaving care and possible financial challenges. The study findings also revealed how youth living in CYCCs can be better supported during their transition to independent adult living. This can occur through improving existing transitional programmes, assigning youth living in CYCCs with mentors during their transitional period and improving the government’s role in supporting CYCCs and youth leaving care by, amongst other things, creating more employment opportunities for youth. The main recommendations of the study include that CYCCs provide youth preparing to leave care for independent adult living with the necessary emotional support such as individual counselling sessions where they can disclose and deal with their fears and anxieties about leaving state care. It is also recommended that CYCCs continue to push their education agenda with youth preparing to leave state care so that they can continue to be ambitious when it comes to furthering their education. Another recommendation is that CYCCs readily support youth wanting to make contact with their family of origin during their transition to independent adult living. Finally, children living in CYCCs should be introduced to transitional programmes soon after their entrance into the CYCC programme rather than too close to their exit from state care.

Youth unemployment in Zambia is high. According to the Zambia Country Report (2013) by the United Nations Population Fund (UNFPA), approximately 960,000 (16.7 %) of the almost 6 million youths in Zambia are unemployed. This has led to young people engaging in entrepreneurial activities as a means of survival. However, they are faced with difficulties in accessing empowerment funds for entrepreneurship. An exploratory study was conducted in the Lusaka Province of Zambia. The aim of the study was to explore successes and challenges faced by the youth in accessing empowerment funds for entrepreneurship in Zambia. Triangulation of quantitative and qualitative research methods was used for the study. Sampling was done to select the youths that would take part in the quantitative survey. Sixty youths who applied for the empowerment funds were selected to take part in the survey which was done by questionnaire. The software ‘Statistical Package for Social Sciences’ (SPSS) was used for the quantitative data analysis. A Purposive Sampling method was used because the selected youths and stakeholders were considered to be suitable to participate in the study. The sample size selected from the research population was 30. Twenty youths who applied for empowerment funds and 10 representatives of the stakeholders were interviewed. Semistructured interviews were used as data collection tools. For the qualitative data analysis, Tesch’s steps were used. The study found that several factors affect youth access to empowerment funds for entrepreneurship in Zambia. These factors could be divided into four groups: economic and financial, institutional, social and miscellaneous. The main economic and financial factors included unemployment and lack of income, lack of collateral, savings by the youth, bank charges and poor financial habits. The main institutional factors were found to be legal regulatory framework, poor policies and bureaucracy. The main social factors were lack of entrepreneurship education, skills training and non-existent youth services. Other factors were negative societal social and cultural perceptions, practices and attitudes, logistical issues and lack of information. The recommendations for access to empowerment funds for entrepreneurship by youth in Zambia can be divided into five main categories, namely alternative funding sources, communication, financial, institutional and miscellaneous. The youths should seek other sources of money, disbursing agencies should use different mediums for disseminating information about empowerment funds, the government should strengthen disbursing agencies for provision of empowerment funds equitably, and there is a need for appropriate financial practices to be adopted by the youth. The study is exploratory and identifies the factors that affect the youth’s access to empowerment funds for entrepreneurship in Zambia. Further research should be done to assess attitudes of funders towards youth entrepreneurs so as to gauge whether access to financial interventions are effective or not. Further research is also needed to understand why youth entrepreneurs tend to shun certain entrepreneurial activities such as farming.

Includes abstract. / Includes bibliographical references (p. 219-239). / This study investigated the viability of community health insurance (CHI) as a means of increasing access to health care for rural households in Uganda. This was against the background that health care is a basic need and right and that, despite this, households especially in the rural parts of Uganda are still lacking effective access to health care. The study is informed by different theories of justice in health care delivery, namely, the libertarian, egalitarian and utilitarian theories. It also borrows concepts from Andersen's (1968) behavioural model of health services access and utilization as well as Kutzin's (2001) framework for analysis of health financing arrangements to assess the viability of CHI as a strategy to increase access to health care.