Submitted in fulfillment of the requirements for the Degree in Master in Technology: Marketing, Technikon Natal, 2003. / Managed care is defined by Chetty (1999: 1) as "the practice of evidence based medicine with an approach to managing both the quality and cost of medical care". Managed care was introduced into South Africa in the last decade due to increasing cost of healthcare. All forms of managed care represent attempts to control costs by modifying the behaviour of general practitioners. / M

Submitted in fulfillment of the requirements for the degree of Master of Management Science (Peacebuilding), Durban University of Technology, Durban, South Africa, 2017. / Conflict amongst cooperative members in Vumengazi, KwaZulu-Natal, is a major cause of concern, growing to an extent that threatens their survival. Lack of management skills tends to create conflict in cooperatives: members vie for a management position in the business, however, they often have no clear commitment or understanding of the duties required in management positions, even enough to handle the day-to-day challenges. Some of the groups formed a cooperative not because they have a joint objective, but because they planned to use the cooperative as a platform to access available resources. In most cases, the groups who formed the basis for this study lacked cohesiveness and this led to internal conflicts and an inability to work together. In most of the cooperatives, there were no professional business plans and they lacked feasibility with identifiable and foreseeable market opportunities. There were no drafted documents constitutions to govern the directors. The researcher undertook this study to investigate the following: • What are the contributing factors to conflict within the cooperatives? • What is the role of the 2005 Co-operatives Act in resolving conflict within the cooperatives? • What are effective ways to resolve conflicts within the cooperatives? A case study design using qualitative methodology was used in this study. In-depth understanding was needed; qualitative methodology was appropriate for a study of this nature. A sample of four co-operatives out of 20 from Wards 84 and 100, eNgonyameni Tribal Area, Vumengazi, was selected to identify the nature, extent, causes and consequences of conflicts, to assess the effectiveness of existing provisions for conflict resolution and the way they are implemented, to plan and implement an intervention strategy aimed at resolving conflicts to provide a foundation to resolve future conflicts. I engaged five people in a participatory action research programme and a focus group to establish the findings. Findings include a low standard of education among members; some members are very old who do not respect the youth. Gossip among the members led to cooperative issues being discussed in the community, thereby exacerbating conflict. Some of the cooperative members have primary education and they are unable to read and write English, however, the Act is written in English. Members of the cooperatives do not deal with conflict nor resolve it; there is no plan in place for such resolution. Members therefore keep grudges and bring them to work and meetings. Mismanagement of funds was found to be problematic. Conflict occurred regularly, partially because of the inability to analyse conflict among members and inability to apply peaceful conflict resolution methods. Recommendations as a result of the study are that peace education, both formal and informal, must be a prerequisite for cooperatives, to help members deal with individual emotions and behaviours and to avoid more aggressive approaches in running a cooperative. Local Economic Development officials and Ward Councillors need to come closer to rural cooperatives because of their stated interest in alleviating poverty in the area through peaceful running of cooperatives. Conflict does not allow cooperatives to flourish. / M

A healthy democracy is generally seen as one in which citizens participate regularly in formal political activities. Citizens’ participation in governance has come to be accepted as an expression of their rights and the manifestation of citizen agency. Access to information remains a crucial component of the right to participate. Transparency, as a normative and constitutional value, represents a means, not an end. The means is the mechanism of access to information. Within the South African context, there is evidence of an increase in participation of a variety of interest groups by means of different processes, as well as through the establishment of numerous consultative bodies and mechanisms for popular participation at all levels of the political structure (Houston, 2001:1). However, accountability to citizens can best be gauged by assessing citizens’ opportunities to influence legislation between elections. Ultimately, the effectiveness and sustainability of mechanisms aim at improving citizens’ participation in policy formulation in order to become effective when they are “institutionalized” and when the state’s own “internal” mechanisms are rendered more transparent and open to civic engagement. Furthermore, the success depends on some form of effective interaction between the state and civic society. In the case of South Africa, whilst the political context and culture for participation exist in the form of the constitutional provisions and several pieces of legislation, a discrepancy exist whereby many South Africans are excluded or devalued by the vast differences in wealth. Citizen’s votes may count equally, but they are still not able to participate on an equal basis between elections. Participatory mechanisms established to ensure citizen’s participation, access to information and monitoring inside and outside the legislature, remain ineffective. These unequal opportunities mean that the poorer and less organised segments of society are prejudiced in terms of influencing legislation and policy. Their lack of full and meaningful participation means legislative outcomes are less representative of, and responsive to, the interests of the poorer segments of society (Habib, Shultz – Herzenberg, 2005: 144). The focus of this study is limited to the province of KwaZulu-Natal. The aim is to, firstly, assess the extent to which citizens can control those who make collective decisions about public affairs. Secondly, it assess the extent to which citizens participate in the existing participatory mechanisms, and thirdly, the study explores the possibilities of the synergy between the state and civil society in promoting effective participation by its citizens. The study, therefore : 1. Assess the theoretical and policy framework for citizen’s participation in South Africa; and 2. Evaluate the level of participation and effectiveness of participatory mechanisms inside and outside the KwaZulu - Natal Legislature. The study introduces the theoretical and conceptual framework of citizen participation through a literature review; followed by an empirical study of citizen participation in the legislative process in the kwaZulu Natal legislature. The study makes the following findings: 1. The literature review concurs that South Africa has one of the most progressive and liberal constitutions in the world. This is coupled with a sound policy framework demonstrating genuine political will for citizens’ participation in policy formulation. 2. Within the political context and culture for citizen participation, the main question of how much control citizens have over the actions of their government remains. Another issue is whether existing mechanisms in the legislature are effective in engendering citizen’s participation and quality input in public policy – making processes. 3. The study showed that ultimately the effectiveness and sustainability of citizen participation mechanisms is improved when they are “institutionalised” and when the state’s own internal mechanisms of accountability are rendered more transparent and open to civic engagement. The study also highlighted the need for synergy between the state and civil society. This includes, among other things, participatory budgeting, public expenditure tracking, monitoring of public service delivery, investigative journalism and citizens’ advisory boards. The study, therefore, makes two recommendations: 1. A comparative Citizens Education and Outreach Programme be developed and spearheaded by both the legislature and civil society in kwaZulu-Natal; and 2. A further study needs to be undertaken to investigate the possible structural nature of the synergy (relationship) between the state and civil society in the province.

Submitted in fulfilment of the requirements for the degree of DOCTOR OF EDUCATION in the Department of Educational Psychology of the UNIVERSITY OF ZULULAND, 1998. / The aim of this study was to pursue an investigation on parents and principals as partners in creating a culture of learning. From the literature study it became evident that education in South Africa has collapsed in many schools. The majority of schools of the former education departments responsible for Black education are characterised by a high failure rate, early school dropout, a lack of discipline, low morale and an anti-academic attitude amongst pupils. To these schools very little has changed since 1994. It would appear that a "culture of teaching and learning" in these schools does not exist. The ongoing turmoil in these schools underscores the failure of parents and principals to work together as partners in assuming responsibility for creating a culture of learning. Creating a culture of learning involves a collaborative act between parents and principals. Neither the parent nor the principal alone can fulfil the task of educating the child adequately. In the interest of the education of the child, the contact and cooperation between parents and principals should denote a partnership. Although the premise exists that parents (child's primary educator) and principals (child's secondary educator) are indispensable partners for creating a culture of learning, the situation is far from satisfactory. A huge majority of schools in the previously disadvantaged African community has failed badly. The causes for the absence of a learning culture can be attributed to factors concerning the pupils, factors concerning the school environment, problems concerning the homes of pupils and their living environment as well as the lack of parental involvement in the formal education of their children. Parents and principals as educators have a vital role to play in creating a culture of learning. Parents should have no uncertainties as to their educational responsibilities as primary educators. Principals are both educational leaders and managers and their primary task or responsibility is to ensure that effective teaching and learning takes place at their schools. For the purpose of the empirical investigation two separate self-structured questionnaires for parents and principals were utilised. In addition five postulates pertaining to a partnership between parents and principals were formulated to give direction to this study. The questionnaires that were completed by parents and principals were analyzed and thereafter the data that were obtained was processed and analyzed. This study has confirmed that a meaningful partnership between the parents and the principals is lacking in the majority of schools with regard to the mutual sharing of: * responsibilities; * information; * decision-making; * skills; and * accountability. In conclusion a summary was presented and based on the findings of this study, the following are some of the recommendations that were made: * Effective media-based parent education programme on parental involvement must be instituted. * The establishment of schools as community learning centres must receive immediate attention. * The principal must receive training in and accept responsibility tor initiating parental involvement. The Department of Education and Culture must: ° ensure that parents and principals are encouraged and supported to become partners in creating a culture of learning by providing them with the necessary guidelines and information; ° make certain that workshops, seminars, lectures and in-service training programmes are conducted for principals on school management and parental involvement; ° provide all members serving on Governing Bodies full training and support in the responsible exercise of their duties, powers and functions; and ° actively propagate the importance of nurturing a harmonious partnership between parents and principals by promoting mutual trust, respect, loyalty, frankness and understanding for each other. The teaching profession and teacher unions must assume responsibility for creating a culture of learning. The principals and inspectors must ensure that effective teaching is taking place at schools. In undertaking their teaching responsibilities, teachers must become highly professional. The principals and teacher unions must take disciplinary actions against those teachers who violate the code of conduct for teachers.

A dissertation submitted to the Faculty of Education at the University of Zululand in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 1985. / The purpose of this research was to determine the pedagogical significance of supervision and inspection as professional services offered to Black secondary schools with special reference to KaNgwane. The concern in educational administration is quality. This emanates from the assumption that everyone aspires to receive education of good quality. Supervision and inspection, as administrative strategies, aim at bringing about and maintaining such educational quality as may be desired. Inspectors are professional agents who, from time to time, offer supervisory and inspection services to schools. Success in the execution of this task is determined by the extent to which objectives and procedures are considered in the planning and admin¬istration thereof. This study opened with an orientation to the problem and related, issues. Findings from literature, interviews and questionnaires were related to the theory discussed in chapters two and three on supervision and inspection. This research revealed that there is inadequate consideration of objectives and procedures in the administration of supervision and inspection in KaNgwane. This implies that there is a great need for improvement of the current supervisory and inspection procedures. Application of the scientific management procedures, such as 'Supervision and Inspection by Objectives* (SIBO), have better chances of improving the quality of education than a haphazard approach devoid of clear objectives. It is hoped that the recommendations resulting from the findings in this research will be utilised with a view to improving the quality of educational administration, which is a prerequisite for the improvement of the quality of education as a whole.

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

The National Senior Certificate Diagnostic Reports for the 2014 and 2015 National Senior Certificate Examinations for the subject Physical Sciences reported that many candidates lacked understanding of basic concepts in the subject. Most basic concepts are introduced and taught to learners as early as grade 10. Grade 10 provides learners with the foundation required to build a more intricate, and critical understanding of science. Critically, teachers have to drive this process. The nature of the experiences of the teachers would therefore be of primary influence during classroom practices to assist these learners. Teachers have to provide meaningful learning. Teacher experiences are derived from professional development, beliefs and subject content knowledge. This was a qualitative study which made use of a case study design. It involved three cases from one of the districts of the Kwa-Zulu Natal Department of Education, South Africa. Data was collected using multimethod strategies and analysed using the typology approach. This study was guided by the following main research questions: What are the nature of the experiences of teachers in implementing the Physical Science curriculum in a grade 10 class? The study sought to answer the following sub-questions, how does teacher knowledge influence classroom practice in the implementation of grade 10 Physical Sciences curriculum? What is the nature of the professional development received by the grade Physical Sciences teacher? and What are the teacher’s beliefs with regard teaching and learning of Physical Sciences in a grade 10 class? The findings of the study revealed that the status quo of traditional teaching of Physical Sciences still exists in the grade 10 classroom practices of teachers. Teacher generally displayed some good subject matter knowledge. A lack of professional development for grade 10 Physical Sciences teachers’ negatively impacted on classroom practices of the teacher. Teacher beliefs had major influence on classroom practices of the teacher. This study recommends teachers have to undergo meaningful, ongoing professional development to assist them improve their classroom practice skills. A Model of Intensive Professional Development is recommended for teachers in the South African Classroom. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The study sought to understand how higher education institutions conceptualize and teach academic literacy at the two regional universities in KwaZulu Natal. That was done by determining the extent to which academic literacy curriculum provides for the acquisition of academic literacy skills across a diverse range of student teachers. It was done to determine the role it plays in student’s learning, in terms of the topics that are incorporated in the academic literacy curriculum and by establishing how student teachers, view the academic literacy module in terms of its benefits to them. This study is underpinned by both the sociocultural and sociocognitive theories. A qualitative research approach and a case study research design were adopted by the study. Participants were three lecturers teaching academic literacy in Institutions understudy and eleven, fourth-year student - teachers who were registered for the academic literacy module in their first year of study. Data collection instruments used were, semi-structured interviews, focus group interviews and document analysis in the form of module outlines. The findings from the lecturers’ point of view, show that their teaching qualification and teaching experience assist them when teaching academic literacy module. The findings further revealed that both lecturers and students view academic literacy as the core of the module. The study also highlighted that students should be actively involved during the teaching and learning process and that feedback plays an important role in students’ learning. From the students’ perspective, the findings revealed that the students improved on their understanding of academic requirements and in their academic writing. The students also viewed the module as a leveller because irrespective of their background they were also of the view that academic literacy should be viewed as a way of life. The study also highlighted that the usage of English as a medium of instruction to students whose mother tongue is not English is a challenge and so is the gap between the secondary schooling system and the Institutions of higher learning. The recommendations of the study based on the research findings are that the generic form in which the module is currently offered, does benefit them and it should be continued. However, there is a need to consider discipline-specific interventions where students are exposed to their disciplinary discourses. The study also proposed the model to improve academic literacy in Higher Education. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

A research project submitted in fulfillment of the requirements for the degree of Master of Arts in Anthropology in the Faculty of Arts at the University of Zululand, South Africa, 2002. / African migration to South Africa is not a recent phenomenon bu in recent history, dates back to about one hundred and fifty years when African men migrated from some southern African countries to work in the South African mines. During this period however, the apartheid regime restricted African entry into the labour market of South Africa to contract mine workers, who were obviously men. Due to the abolition of apartheid. African migration to South Africa now has a gender profile. SkPIed, professional and businesswomen of African origin are now migrating independently to South Africa. This new face oftAfrican migration is transforming South African society and culture. African women from other countries have migrated to South Africa with parts of their cultures (their dresses and their food). In South Africa, these women have acquired both positive and negative identities. The negative identities expose them to discrimination in South Africa. On the other hand, the positively acquired identities nave given the women economic independence in their families and an occupational identity in their professions. In their attempt to adjust to life in South Africa, African migrant women encounter difficulties as a result of the restrictionist immigration policy of South Africa. These women are not happy with such a policy which is based solely on economic considerations. African women claim that they struggled alongside South Africans to bring apartheid to an end and were promised by the ANC-in-exilc that they were going to be welcome in an apartheid- free South Africa. These women claim that Iliey are here to make a contribution, which is clearly portrayed by their occupational experiences. This study portrays the fact that African migrant women arc impacting on South African society and are being impacted by it as well. As tempting as it is. it would be a mistake by the South African government to dismiss the current contribution made by these women both in the formal and informal sector of the South African economy. Coining from other African countries which have been plagued with political turmoil, degrading poverty and worsening of peoples living conditions (especially with the consequences of the implementation of the structural adjustment programs), migrant women have learnt to use their initiative, especially in the area of small businesses. This has enabled the women to transform their financial situations in their families. Diverse strategies have been utilised in this transformation; the inherent but powerful social networks which aided in relocating to new or particular areas in South Africa, financial and social support from their "fictive kin" system. As a "modus operandi" for Ghanaian migrant women hairdressers, country men/wo men are employed from Ghana and brought to South Africa to work in their hair salons. Since South Africans believe that Ghanaians are the best hairdressers, the migrant women have decided to employ as many Ghanaians in their salons as possible, to keep their businesses busy even in their absence. Some of the migrant women have opened food shops where indigenous West African foods are sold to the migrant population. These shops are placed in strategic places, like in central Durban which is accessible to all living in KwaZufu-Natal. In the formal sector, most of (lie migrant women were among tlic first black women lo occupy certain positions, which were previously occupied by white South Africans. Positions such as supervisors in catering departments in Iiospitals. lecturers and head of departments at some universities are examples of the empowering contribution of migrant women to South African society. These women's lives have also been impacted by South African society, especially in the apartheid era. Considering the precarious conditions under which mizrant women from Zambia lived in KwaZulu-Natal in the apartheid era (they were considered as spies because Zambia hosted some of the A.N.C-in-exile and I.F.P dominated this area), it was in their best interest to watch every step they took because they could have been killed. However, they live to tell of how they narrowly escaped death. Migration to South Africa by migrant nurses which once was considered as an opportunity to "have their own share of the gold" has turned to disillusionment. They have been caught in the web of the immigration policy of South Africa. The conditions for a migrant to stay in South Africa depend on how scarce his/her skill is. Nursing which was considered a scarce skill in the 1990s is no longer scarce. This has led lo a second migration to England by the nurses. Despite the recent increase in this second migration, some have decided to use the opportunities of working and studying in South Africa to obtain university degrees, which they believe will improve their financial situations. According to the remarks made by some of the migrant women, th;y are happy lo be where they are, for, comparatively. South Africa still has the best to ofler migrant women in the African continent. However, the migration literature shows that researchers in the field of migration have been gender-blind. Independent skilled, career and businesswomen of African origin have been side-lined in scholarly research on migration in post apartheid South Africa. In collecting data used for this study, the snowball method of sampling was used because other me! hods were not appropriate. The population of study was made of a core sample often women, although interviews were conducted informally with a cross-section with other migrant women. The study of independent African migrant women is an example of an ethnographic account at its best.

Includes bibliography. / A proposal to develop the Upper Tugela Location in KwaZulu, Natal, prompted this study. This study aims to investigate the means to enhance the availability of, and access to, affordable energy sources in the Upper Tugela Location. A further aim is to match appropriate energy sources with the socio-economic conditions prevailing there. The Upper Tugela Location is an ecologically sensitive area of the Upper Tugela catchment. Rural energy planning has been criticized for the development of energy-conversion technologies while there is insufficient understanding of energy procurement practices in rural subsistence economies in South Africa. Qualitative information gained from a questionnaire survey, informal group discussions and direct observations suggest that the inhabitants of the Upper Tugela Location are relatively poor. For this reason a basic rural energy needs approach, which attempts to address the needs of the poorest, has been adopted to provide a theoretical base for the study. Research has revealed the following. Wood is the dominant energy source in the Upper Tugela Location. It is estimated that the annual household consumption of fuelwood is 3000 kg which is below the average fuelwood consumption for a rural area in South Africa. This reflects that this resource is being depleted to the degree that the local inhabitants are supplementing their use of fuelwood with expensive commercial fuels such as coal and paraffin. Locally available wood is in short supply, particularly in densely populated areas of the Upper Tugela Location. Most people are buying fuelwood from Natal farmers living on the borders of the study area. This results in an economic leakage from the Upper Tugela Location and dependence on extralocally available sources of energy. There appear to be few attempts to establish woodlots at present in the Upper Tugela Location. Equitable access to local supplies of wood are curtailed. Renewable sources of energy such as thermal and photovoltaic solar energy, micro-hydro and wind generated power, and afforestation have been investigated as have non-renewable sources of energy such as grid electricity and commercial fuels. It is concluded that no single technical option adequately addresses the energy needs of the inhabitants of the Upper Tugela Location. Most of the renewable sources of energy, except wood, are too expensive for subsistence economies and can be unreliable as they are still at the developmental stage. It is recommended that electricity from the national grid should be made available to those who can afford it. The means to improving the distribution of commercial fuels in the Upper Tugela Location should be addressed. Woody biomass management and agroforestry programmes provide the best options for an energy strategy for the Upper Tugela Location as they are inexpensive, require little maintenance, are sustainable and reliable, and serve conservation requirements at the same time.