Infrastructure continues to perpetuate the effects of splintering urbanism in South African cities. Where apartheid planning policies such as the group areas act used infrastructure as a mechanism of social organisation, this design dissertation proposes using architecture as social infrastructure to transcend these sociotechnical divides. The concept of the sociotechnical denotes the synergy of a city's infrastructural systems and its social life. In this design dissertation this idea is explored at various scales: at the urban level, through a development strategy that spatialises unsafe public open land; at the architectural scale, through surface articulation and interfacing with urban infrastructure; and at the technical level, through building performance analysis and technical design development in support of architectural goals. The project uses a distributed programme that stretches across communities in order to socialise the existing urban infrastructure of a pedestrian bridge. By leveraging the social significance of a local football club, the project proposes a social programme around the idea of a football clubhouse as a programmatic anchor. In reacting to urban infrastructure, the idea of imageability and presence are important considerations. These concepts enable youth to positively engage with the architecture, and allows the building to convey its purpose and programmatic intent, thereby creating a strong social interface with its users. Sociotechnical architecture is considered as an urban armature that socialises and spatialises urban infrastructure. The architecture therefore seeks the minimal amount of fixity to support a variety of flexible events surrounding sports and recreation activities. This is achieved through a selection of robust materials used in horizontal surfaces of social purpose, and the combination of structure, materiality and geometry to create a series of vertical surfaces of social presence and architectural imageability. The result is a strategic arrangement of architectural interventions deployed across a large urban scheme. By distributing the architecture across urban infrastructure, the project connects two communities and presents an architectural response to splintering urbanism.

Siekiant didinti jaunimo užimtumą Lietuvoje nuo 1996 metų vykdomos įvairios jaunimo užimtumo programos, viena iš jų moksleivių viešieji darbai. Darbo tikslas – įvertinti VDU Kauno botanikos sode vykdytos „Kauno miesto moksleivių viešieji darbai“ programos tikslų pasiekimą. Buvo apklausti moksleiviai dalyvavę VDU Kauno botanikos sode vykdytoje programoje. Pagrindiniai tyrimo rezultatai iliustruojami lentelėmis bei paveikslais. Darbo pabaigoje daromos išvados: 1. Įstaiga (VDU Kauno botanikos sodas) pakankamai pasirengusi vykdyti socialinę moksleivių užimtumo programą. 2. Remiantis respondentų anketinės apklausos duomenimios daroma prielaida, kad programa efektyvi tikslų pasiekimo aspektu. Tyrimas padėjo išsiaiškinti kokias sritis įstaiga turėtų patobulinti, kad būtų kokybiškiau pasirengusi vykdyti socialines moksleivių užimtumo programas. Autorė ateityje naudosis tyrimo rezultatais vykdydama socialines užimtumo programas VDU Kauno botanikos sode. / In order to increase youth employment in Lithuania since 1996 there are pursued several youth employment programs. One of them is student public works. Aim of the work – evaluate goals of the program “Public works of Kaunas city students” pursued in Kaunas Botanical Garden of Vytautas Magnus University. Students taking part in a program were interviewed. Main results of the research are introduced in tables and pictures. After finishing the work we can draw conclusions: 1. Institution (Kaunas Botanical Garden of Vytautas Magnus University) is ready to pursue a social program of students’ employment. 2. According to data of respondents’ questionnaire – the program is effective to reach the goals. This program has helped to find imperfections to prepare better to pursue social programs of students’ employment. The author will use research results to pursue social programs of employment in Kaunas Botanical Garden of Vytautas Magnus University.

Made available in DSpace on 2016-04-27T16:32:53Z (GMT). No. of bitstreams: 1 Janaina Pereira da Silva.pdf: 1251422 bytes, checksum: 3e1b8f22796cc301866e142fb319c92d (MD5) Previous issue date: 2014-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper bring forward the studies and results of a research about educational view of Brazilian Government Social Programme Support Bolsa Família and a possible reconfiguration about school s social function. This view is a legal consideration to receive this government support, that is to say, the families registered in programme must do the school enrolment of their children and ensure they will have attend school of 85% for children and teenagers 6 to 15 years old or 75% for teenagers with 16 or 17 years old. We intend to investigate whether or not changed the conception of one of school s social function, from the assumption of: the formal and scientific knowledge support for social welfare policies; and research if there changed the schools function from the educational system beyond what are the current school s priorities: the knowledge or enforcement of Bolsa Famíla . To reach this purpose we choose the school with more beneficiaries of this programme on São Paulo City Educational Department of Butantã Hills West Side. We made contact with responsible for school, families, teachers, civil servants that agreed to apply our basis research form. That form was studied from the concept and theories of school social function, the framework was: Teixeira (1971), Fernández (1989), Sacristán e Gómez (1998), Hamilton (2001), Tenti (2007), Young (2007). Between the 22 appliers, 14 think that school is a local only to offer and support the formal and scientific knowledge, 6 understand school as a place of education and as a place of government social programme, and 3 believes school is more a place of government social programme than a place of support knowledge / Este trabalho apresenta os estudos e os resultados de uma investigação sobre o aspecto educacional do Programa Bolsa Família e a sua relação com a possível reconfiguração da função social da escola. Tal aspecto é apresentado como exigência para o recebimento do benefício, isto é, os inscritos no programa devem matricular seus filhos na escola e garantir a frequência escolar mínima de 85% no caso das crianças e adolescentes entre 6 e 15 anos e a mínima de 75% entre os jovens de 16 e 17 anos. Pretende-se investigar se houve mudança na concepção de uma das funções sociais da escola, seja ela, o oferecimento do conhecimento formal e científico para assistência social a partir da exigência do aspecto educacional do programa, além de analisar se houve alterações nas atribuições da escola no que tange a sistematização de conhecimento e ainda verificar o que tem sido priorizado na escola, o ensino ou a efetivação do Programa Bolsa Família. Para atingir tais objetivos foi selecionada a escola com maior número de beneficiários do programa, da Delegacia de Ensino do Butantã Zona Oeste de São Paulo. Após contato com a escola os pais, professores e agentes administrativos que aceitaram participar da pesquisa, responderam um instrumento de coleta de informações: questionário elaborado para esse fim específico. A análise dos resultados consistiu em considerar as falas dos entrevistados, a luz do conceito de função social da escola constituído pelo referencial teórico aqui apresentado: Teixeira (1971), Fernández (1989), Sacristán e Gómez (1998), Hamilton (2001), Tenti (2007), Young (2007). Entre os 22 sujeitos envolvidos nessa investigação, 14 entendem a escola como espaço de oferecimento de conhecimento formal e científico, 6 compreendem a escola como uma espaço que oferece conhecimento, mas também benefícios assistenciais e 2 acreditam que a escola tem suas funções mais voltadas para assistência social do que, para o oferecimento de conhecimento formal e científico

The diploma thesis is focused on an employee advantages issue of a company. The aim of this thesis is, on a basis of theoretical background and research done, to identify weak points and suggest improvement of a social programme of the company. The thesis consists of four consequential chapters, in the first one there are working hypotheses which are to be proven. In the second chapter there is theoretical description of the problem. The third chapter then comprises of the company data and analyzes questionnaire. In the final part of the work are the hypotheses interpreted and stated the suggestions for advancement.

Poverty is the most problematic social problem facing the South African society today. Its causes have been associated with many factors such as the high rate of unemployment, HIV/AIDS, low educational backgrounds of people and others. In order to reduce poverty and other conditions of exclusion, government has introduced the Reconstruction and Development Programme (RDP) which is concentrated on the mobilization of resources from government institutions and non-governmental organizations towards the improvement of the quality of life of the communities, especially those which were historically disadvantaged. The RDP is realized through a number of different programmes which are conducted by different government departments and nongovernmental organizations. One of these programmes is the Poverty Relief Programme (PRP) which was formulated by the Department of Social Development and implemented and evaluated by some of the provincial departments of Health and Welfare. This study is about the evaluation of the formulation, implementation and evaluation of the PRP in the Limpopo Province within the context of the RDP from a social work perspective. In order to successfully evaluate the PRP, the researcher has categorized this study into three objectives, which form this report. The first objective was to conduct an extensive literature investigation regarding poverty as a social problem, public policy and the RDP and the PRP. Poverty was identified as a social problem because it is a condition of deprivation which affects a large number of people and communities due to the previous South African apartheid dispensation. Poverty is said to affect the poor due to their cultural orientation because they are lazy to work, they fail to suppress their immediate gratification, they consume large amounts of substances, they keep large family households which have the highest incidents of domestic violence and child and wife physical and sexual abuse, they do not obtain the opportunities available to them for their development and they have high rates of divorce. The second analogous view of poverty is that it is caused by the inadequate social policies and social programmes, which are developed to assist the poor. This view explains that poverty is evident due to the reason that the social policies and social programmes are weak in eradicating it. At this level, the researcher attempted to distinguish between the concepts public policy, social policy and a social programme. The public policy is every policy which is developed by cabinet, which when closely viewed, it has types such as the social policy, economic policy, defense policy, foreign policy and the environmental policy. The RDP is a social policy which is realized through a number of social programmes, one of them being the PRP. This study conceptualized the public policy through discussions of its theoretical models, namely; the descriptive and prescriptive models regarding public policy making. The former is aimed at explaining the public policy making process whilst the latter explains the outcomes or the impacts associated with public policy making. This study suggested that public policy making is made possible when it is conducted through a specific process which has five phases, namely; the policy agenda, policy formulation, policy adoption, policy implementation and policy evaluation. The RDP has already been mentioned as a social policy, which could be realized through social programmes, one of them being the PRP. The PRP is a social programme, which has an aim of alleviating poverty within South African communities. It is effective in achieving its mission through conducting a number of projects which are as follows: food security initiatives, community development structures, development of the self-help organizations, the aged and child care, the disabled, youth who are deviant, financial planning and management and monitoring and evaluation. This study was aimed at evaluating whether the objectives of the PRP were adequately formulated, implemented and evaluated towards the eradication of poverty in the South African context. The second objective of this study was to conduct an empirical investigation with regard to the formulation, implementation and evaluation of the PRP in the Limpopo Province. The researcher utilized the exploratory research design because the evaluation of the PRP in the Limpopo Province has not been done before. The research project utilized the quantitative and qualitative research methodologies, which were combined into a mixed methodological design model. The populations for the study were a PRP framework, the key-informants who participated during the implementation of the projects and the community development officers who participated during the formulation, implementation and evaluation of the PRP. This also called for a variety of the sampling methods, namely; the judgmental sampling method, the stratified random sampling method and the simple random sampling method which were used to select the key-informants, and the systematic random sampling method which was used to select the community development officers. The research data were also collected through a variety of data collection methods, namely; content analysis was used to collect quantitative data regarding the formulation of the PRP as document; semi-structured interviews were utilized to collect both quantitative and qualitative data regarding the implementation of the PRP from the key-informants; and the self-administered questionnaires were used to collect the quantitative and qualitative data regarding the formulation, implementation and evaluation of the PRP from the community development officers. The data for this study were analysed through two methods, namely: the quantitative data were analysed manually and were expressed into tables and figures and the qualitative data were analysed through the coding process which was contributed by Creswell (1998). The empirical investigation for this study purported the following important research findings regarding the formulation, implementation and evaluation of the PRP in the Limpopo Province: (i) the content analysis revealed that the PRP has objectives which are not related to the reduction of poverty in the communities, such as the community development structures which are not an objective but rather a prerequisite for every project, youth who are deviant, the aged and child care which could be effective if developed into programmes already available in the field of gerontology and the child support grant, financial planning and management, monitoring and evaluation which is a phase of the community development project. (ii) the semi-structured interviews revealed that community development projects and community needs are being identified by the community development officers on behalf of communities and that most of the projects are inadequately funded and as such they fail to sustainably develop communities. (iii) the self-administered questionnaires revealed that most community development officers hold standard ten as their highest educational qualification which is highly available in the communities they serve, they do not have a professional background and are not registered with the professional council which is recognized in the country, the PRP was formulated centrally at the Department of Social Development and is being implemented and evaluated by some of the provincial departments of Health and Welfare and that the funding for the community development projects is insufficient. The third objective of the study was to make conclusions and recommendations based on the research findings with regard to the effective formulation, implementation and evaluation of the PRP in the Limpopo Province. It has been concluded in this study that the poor implementation and evaluation of the PRP in the Limpopo Province is due to the absence of a specific framework, and the researcher recommended that such a document must be developed. Poor implementation and evaluation of the PRP in the Limpopo Province is due to the centralization of the programme and therefore the researcher recommends that the department of Social Development must be decentralized to the provinces. The researcher concluded that the grassroots are denied an opportunity to actively participate in the formulation, implementation and evaluation of the PRP, and he therefore recommended that the grassroots must be involved in the identification of their community needs and projects, their planning, implementation and evaluation. Another limitation of the PRP was mentioned as poor funding of the community development projects, and the researcher maintained that if the projects are adequately funded, they will sustainably develop communities. The researcher is of the opinion that community development practitioners must hold high educational qualifications which are not available in the communities they serve and that immediately such practitioners interact with the communities, they must be required to be registered with a recognized professional council. / Thesis (DPhil (Social Work))--University of Pretoria, 2004. / Social Work and Criminology / Unrestricted

<p>The research reported here is a meta-evaluative case study of project evaluation in the context of Official Development Cooperation (ODC) in the education sector in Tanzania, where the particular focus is on capturing the relative values attached to evaluation by various stakeholder groups.</p><p>Perspectives from the constructivist paradigm are adopted, implying relativist ontology, subjectivist epistemology, and naturalistic interpretive methodology. Based on these perspectives, a review is provided of development theories and evaluation theories, including the actor-oriented approach to development, participatory monitoring & evaluation, utilization-focused evaluation, and responsive-constructivist evaluation. An exploratory qualitative case study strategy is taken, combining several complementary methods e.g. in-depth interviews, questionnaires, document analysis, and observations.</p><p>Evaluation is considered as an applied social research, implying a managerial and political purpose. It is a reflective interactive process, where the relevance, effectiveness and impact of an intervention in pursuit of certain objectives are assessed, adding value in order to construct knowledge for the enhancement of decision-making. In order to facilitate understanding of the cases under study, their structural contexts are investigated: 1) ODC evaluation systems and strategies (international/ macro context); and 2) ODC in the education sector in Tanzania (national/meso context). Each case (at local/micro level) is located within these contexts and analyzed applying a meta-evaluative framework.</p><p>Integrating the perspectives of the stakeholders, the study demonstrates the strengths of, and constraints on, each case, factors which are to some extent determined by their respective time-frames. A number of significant discrepancies between theory and practice in ODC evaluation are reported. Findings indicate the significance of constructing consensus values that are based on a synthesis of multiple stakeholders’ values and perspectives complementing each others. The study also find that evaluation ought to be used as a powerful tool in which the values, needs and aspirations of various stakeholder groups can be reflected, especially those of local communities, who are now too often powerless in ODC projects in the education sector.</p>

The research reported here is a meta-evaluative case study of project evaluation in the context of Official Development Cooperation (ODC) in the education sector in Tanzania, where the particular focus is on capturing the relative values attached to evaluation by various stakeholder groups. Perspectives from the constructivist paradigm are adopted, implying relativist ontology, subjectivist epistemology, and naturalistic interpretive methodology. Based on these perspectives, a review is provided of development theories and evaluation theories, including the actor-oriented approach to development, participatory monitoring &amp; evaluation, utilization-focused evaluation, and responsive-constructivist evaluation. An exploratory qualitative case study strategy is taken, combining several complementary methods e.g. in-depth interviews, questionnaires, document analysis, and observations. Evaluation is considered as an applied social research, implying a managerial and political purpose. It is a reflective interactive process, where the relevance, effectiveness and impact of an intervention in pursuit of certain objectives are assessed, adding value in order to construct knowledge for the enhancement of decision-making. In order to facilitate understanding of the cases under study, their structural contexts are investigated: 1) ODC evaluation systems and strategies (international/ macro context); and 2) ODC in the education sector in Tanzania (national/meso context). Each case (at local/micro level) is located within these contexts and analyzed applying a meta-evaluative framework. Integrating the perspectives of the stakeholders, the study demonstrates the strengths of, and constraints on, each case, factors which are to some extent determined by their respective time-frames. A number of significant discrepancies between theory and practice in ODC evaluation are reported. Findings indicate the significance of constructing consensus values that are based on a synthesis of multiple stakeholders’ values and perspectives complementing each others. The study also find that evaluation ought to be used as a powerful tool in which the values, needs and aspirations of various stakeholder groups can be reflected, especially those of local communities, who are now too often powerless in ODC projects in the education sector.