Water is a vital component for human survival but unsustainable patterns of water consumption are still evident internationally. In South Africa, water conservation has traditionally been limited to the responsibility of the state, with little effort being made by the consumers. However, as water scarcity increasingly becomes a problem, government and residents need to find out how urban South Africans can access water and implement water conservation methods in their homes without the support of government supervision programmes. This study explores the relationship between urban residences in two different parts of Johannesburg (Meadowlands in Soweto and Florida in Roodepoort) and their consumption, perception and usage of water and its conservation. Based on interviews with residents from different backgrounds, the results of this research show that residents have varied but generally limited concern for water issues. Findings from this study indicate that for a resident to conserve water, the type of abode in which he/she lives is irrelevant. Whether the resident lives in suburban home or small government funded housing, the attitudes of the interviewees and the perceptions which they expressed regarding solutions to the water dilemma proved to be similar: people in these urban areas are aware of the importance of water conservation, however, there is limited practice thereof. / Geography / M. Sc. (Geography)

Text in English / There is increasing reliance on youth mentoring in South Africa to help the young person better negotiate life's difficulties. Within the framework of Social Cognitive and Social Learning theories, mentoring is viewed as a learning process in which modelling, scaffolding and cooperative dialogue are key to behavioural change and improved academic performance. However, little research has assessed the efficacy of South African mentoring programmes. This study aimed to examine the effect of the Educhange Research Foundation mentorship programme on the behaviour and academic performance of mentees over a six (6) month period. Mentees in Grades 9 to 12 (n = 18), parents/guardians (n = 18), and mentors (n=19) participated in the study. Parents/guardians reported significantly decreased numbers of behavioural problems (Z = -2.087, p = .037) amongst mentees but academic performance fell significantly (Z-3.661, p=.000). The variability in reports of behavioural change is accounted for by using Social Cognitive and Social Learning constructs including the conditions under which modelling took place as well as expectancy bias and the quality of cooperative dialogue. / Psychology / M.A. (Psychology)

M.Ed. / The problem in this research lied in the lack of clear guidelines, training and resources in the management of the implementation of inclusion in schools. The research’s aim was to provide guidelines for the School Management Teams in managing the implementation of inclusion in schools. This will be achieved through a qualitative research method. The qualitative research included descriptive and exploratory research methods. The researcher collected data using multiple means of data collection, namely, interviews, survey and observations. The selection comprised of the members of the School Management Teams – the school principal, deputy principal, two Heads of Department and three teachers from each of the five selected schools. The interpretations of data led to the research findings, recommendations and the conclusion. The findings of the study described the participants’ perceptions and experiences of the management of the implementation of inclusion as a process for school improvement. The perceptions and the experiences of the teachers and the principals suggested that the participants had limited understanding, knowledge and skills in managing and implementing inclusion in schools. Thus guidelines for managing the implementation of inclusion were provided. In addition, guidelines for the educational psychologists that could facilitate the successful management of the implementation of inclusion were developed. / Dr. B.V. Nduna

M.Ed. (Educational Management) / As a result of the accelerated industrialization which is taking place, organised industry as well as the educational authorities involved, became more aware of the need to have schools where pupils/students could receive technical oriented education (Department of Education and Training, 1981:4). Scientific and technical literacy is increasingly necessary in our society, but the number of pupils who graduate from high school with only the most rudimentary notions of science and technology portends trouble in the decades ahead. This has several implications, inter alia: People in a wide range of non-scientific and nonengineering occupations and professions must have a greater understanding of technology than ever before. Yet, the educational system does not always provide such an understanding. Pupils who take no more mathematics and science after their ninth year in school have effectively eliminated the possibility of science or engineering as a career. The pool from which the future engineering personnel can be drawn is therefore in danger of becoming smaller. Education is t.he route by which upward mobility has been achieved by disadvantaged groups. Increased emphasis must be given to aiding those who have been excluded from careers in science and engineering...

D.Ed. / The situation in education in Soweto in the 1980's was an important contributory factor to this study. Problems resulting from underachievement, early school drop-out and the consequent loss of manpower provision, are current and are often ascribed to inadequate achievement motivation. As part of the project "Learning motivation" which has been undertaken by the Education Faculty of the Rand Afrikaanse University, inter-disciplinary in approach and financially supported by HSRC, this study attempts to locate achievement motivation in the anthropological-pedagogic paradigm. Within the context of black education, it is particularly aimed at devising measuring instruments for the establishment of reliable and valid measures of achievement motivation for standards six, eight and ten pupils in Soweto. It also attempts to establish whether there is any tendency in the achievement motivation between these different standards and certain biographical information with the objective of setting up a possible guidance programme which would endeavour to strenghten the achievement motivation of these pupils. A number of theories on motivation, learning- and achievement motivation were studied. Direct and indirect measuring techniques to determine the level of achievement motivation were then considered. Eventually it was decided to include Viljoen's (1983) achievement motivation questionnaire (AMQ) and Hermans' (1972) "Prestatie Motivatie Test voor Kinderen" (PMT-K) in the questionnaire booklet. This booklet comprised the following tests: the Achievement Motivation Questionnaire (AMQ), the aspiration level test, the Prestatie Motivatie Test voor Kinderen (PMT-K), the Modernity Scale of Thompson (1977 & 1980) and questions to gather biographical data. The AMQ consists of eighty items of which eight indicate social desirability, while the rest indicate certain characteristics, as derived from the study of the literature, of the achievement motivated person. The PMT-K consists of four achievement motivation scales namely achievement motive, positive fear of failure, negative fear of failure and social desirability. These two questionnaires·are used in an attempt to determine the scholastic achievement motivation and fear of failure of standards six, eight and ten pupils in different secondary schools in Soweto (N = 778). A further in-depth study using the projective Thematic Apperception Test (TAT) of Baran (1971) was undertaken with a small group of standard six pupils, but the results of this investigation were not significant. Statistical calculations were applied to the data to determine the reliability and validity of the measures of the AMQ and PMT-K. Furthermore an attempt was made to determine whether there were any significant differences between the achievement motivation and fear of failure of standard six pupils and a number of biographical information. The results of the study led to the following conclusions: = the Achievement Motivation Questionnaire appears to be effective in determining the achievement motivation of standard six pupils in Soweto; = further research and refinement of the AMQ and PMT-K are necessary to develop possible reliable and valid measures of achievement motivation in standards eight and ten:= in-depth research is necessary with regard to the fear of failure as one of the components of the nomological network in which achievement motivation operates; it appears that significant differences exist in the achievement motivation of standard s.Lx pupils when some biographical aspects are considered. These differences should be taken into consideration in devising a guidance programme for these children.

M.Ed. / This research study indicates that young adolescents who experience interpersonal challenges in a suburb in Soweto undergo disturbances involving body, mind and spirit. This bring about a variety of future adjustment difficulties, problems and coping abilities. This is attributed to a low socio-economic environment, lack of communication, lack of information, poor parental involvement, lack of school support, peer pressure, anger, anxiety, depression and stress. They are overwhelmed by negative thoughts and accompanied by profound guilt feelings. This affects them emotionally, psychologically and physically. This study focuses on the identification of the above experiences as lived by the young adolescents themselves in Soweto. Guidelines are described to support the young adolescents who are experiencing interpersonal challenges via negative thoughts, emotions and feelings. The application of the guidelines is thus not prescriptive but preventive and primarily aimed at providing support to the young adolescents, learning about their conditions, informing, educating and taking responsibility. The research design followed in this study is a qualitative design with an explorative, descriptive and contextual focus. The data were collected by means of phenomenological interviews and field notes. A literature control was used to verify the findings. The findings of this study were categorised in three categories. The three categories were used as a basis for inferring and describing guidelines to support adolescents who are undergoing interpersonal challenges. After the data analysis three broad categories were used as basis to describe guidelines that will support the young adolescents between the age of 15-17 years who experience interpersonal challenges. The first category reflects the adolescents’ experience of family relationships as challenging. The second category reflects the adolescents’ experience of peer relationships as challenging. The third category describes the adolescents’ views of school as playing a crucial role in their lives. The guidelines inferred from the three categories together with feedback from the participants during the phenomenological interviews were transcribed and described. These could be applied to support them in their experiences. It is hoped that this study will assist young adolescents who are experiencing interpersonal challenges to meet, cope and strategise plans for a better adult life. / Prof. C.P.H. Myburgh

M.Ed. / The aim of this study is to investigate the extent to which effective human resource management serves as a powerful strategy for improving schools’ productivity. Since the riots of June 1976 in Soweto the culture of teaching and learning has deteriorated. Learners and educators were demotivated. The abrupt introduction of Outcomes-Based-Education in 1997 caused most qualified and experienced educators to resign from the teaching profession. It has also become difficult for the educators to discipline learners since the abolition of corporal punishment. The learners now have more rights and the South African Schools Act protects them. In this study, qualitative descriptive research design approaches were utilized. The researcher bracketed her own views of life and ideologies to avoid being subjective. She had to be objective in order to be able to know more about the philosophy which the school principals follow to improve the culture of teaching and learning. The researcher selected the sample randomly. Raw data was collected by observation, document check as well as interviewing the principals as managers, leaders and overseers of the Soweto Secondary Schools. Interviews which involved face-to-face interaction were conducted at natural setting that is at schools where the principals serve as managers and leaders. In this study an inductive process for data analysis was applied. The researcher used a highly heuristic qualitative approach which is characterized by the following five phrases: o The researcher read the transcript and filled them. o The responses of each topic were reviewed and the reaction of various respondents was compared with each other. o The transcripts were coded and reread (to eliminate preconceived ideas). This was done to gain a holistic perspective of the collected data. Important words and phrases were marked and underlined in order to identify information that is relevant for the study. o Categories were formulated through compilation of analytic memos. These categories were then clustered together to identify themes. o Finally creative synthesis, which enabled the researcher to bring together the interviewees’ stories as a whole was done. The main purpose was to describe, explore and analyze the experiences of the individual participant’s life. This was done through the condensation of extensive and varied data into a brief summary and through the establishment of a clearly defined relationship between the research problem, aims and other findings derived from raw data and literature survey. Findings from this study and from literature review suggest that if human resource is effectively managed, then, teaching and learning outcomes will also be discernibly maximized. The researcher found that at schools the principals are the initiators of a positive culture and climate. Their effectiveness improved the culture of teaching and learning through their collegiality, educative and transformative leadership. There is complete educative teaching and learning. The principals are collaborative leaders whoinvolve educators and other stakeholders to participate in decision-making. They attended School Management Team Skills workshops. They are empowered to manage and make constructive decisions for their schools. Teams are built and encouraged to support one another, share knowledge and skills and also to avoid individuals from isolating themselves. Educators attend workshops and have also established school subject teaching clusters with the surrounding schools where they can share their problems and come up with solutions. The negative attitudes, which prevailed, have absolutely disappeared. The researcher recommended that principals’ leadership style should be transformed to that of a democratic, participatory and collegial approach. Leaders should also facilitate change in the schools. She also highlighted that communities around the schools and parental involvement play significant roles in the smooth running of schools. / Prof. J.R. Debeila

M.Phil. / This study was conducted against the theoretical background that local government has the responsibility to provide public leisure services to the communities. Leisure provides an ideal medium for the transmission of historical, social, and cultural values that promote desired norms, customs and social orientations, as such, it is vital to the community. For disadvantaged communities to experience the benefits of leisure, government has a major role to play in the provision of resources. The aim of the study was to describe and analyse the provision of local government sport and recreation services in the City of Johannesburg, Soweto area and to present alternative forms of public leisure service delivery to aid in ensuring that limited resources are distributed to all. In order to achieve the aim of the study, it was necessary to: 1. Present responsibilities of local government with regard to the provision of sport and recreation in local government. 2. Evaluate whether resources are available for the provision of public leisure services. 3. Analyse the feasibility and implications of the user fee charge policy in public leisure services. 4. Present alternative forms of public leisure service delivery to the City of Johannesburg. Theoretical background was dealt with in Chapter two. The chapter started by briefly explaining objectives that direct services in countries like Australia, Britain, Canada and Brazil. Information obtained assisted in explaining that governments can legitimise their policies in very different ways and that service delivery is driven by what the country intends to achieve. Governance structure of sport and recreation in South Africa was discussed. Focus was mainly on local government and its mandatory responsibility towards public leisure service delivery. The importance of leisure provisions in fulfilling human needs was illustrated. Literature also indicated that personnel, facilities, money, equipment tend to influence each other to produce leisure services to the community. At the same time, user fee charge policy and marketing of services can impact on service delivery. Through the discussion it was noted that resources are limited. In view of that, it became vital to present alternative forms of public leisure service delivery. Literature presented also assisted in constructing an empirical research based on literature provided. The instruments used to collect data were two questionnaires. One questionnaire was for facility managers and the other was for regional managers/ area managers/ operational managers. A pilot study was conducted to test the reliability and relevancy of the questionnaires which were then adapted accordingly. The main survey comprised forty respondents. Questionnaires were sent to all sixty two sport and recreation facilities owned by The City of Johannesburg in Soweto for facility managers to fill and only forty were returned. Five questionnaires were sent to regional managers/ area managers/ operational managers and were returned.

This study In an attempt to promote equal access to education, we in South Africa, have adopted an instrumentalist approach to the debate of the right to education. In other words, we have provided an enabling legal framework and we simply assume that access to education has been granted to every one. We continue to pretend that we understand what exactly the concept of “access to education” means. We also assume that we all have a common understanding of what the Constitution means by the right to education. On 26 June 1955 the historic Freedom Charter of the African National Congress (ANC) was adopted. This charter declared “the doors of learning and culture shall be opened.” Over the next four decades, the demand for open and equal access to education became central platform in the anti-apartheid struggles that brought an ANC-led government to power in 1994. Yet, ten years later (2004) the problem of access continues to preoccupy education planners and activists against the backdrop of some of the most progressive policy positions including a Constitution that recognizes education as a basic right. The intellectual puzzle that motivates this study is to explain, therefore, why despite its prominence, it continues to be regarded as an intractable problem. The research strategy adopted in pursuit of this puzzle is to trace the changing meanings of the concept of “access to education” under and after apartheid, and its expression in the practices of two case study schools (comparative case studies). Data was collected from different sources to trace the concept of access to education in education from the apartheid era to the policies and practices that affirm access to education as a basic human right today. This study hopes to contribute significantly to the dialogue of “access” as a realisation of the basic right to education. For the conceptual framework Morrow’s distinction between epistemological access and physical access was used. Formal access to education refers to enrolment or registration at an education institution, in this case, a school, whereas epistemological access refers to access to knowledge and information that these education institutions hold. I expanded the conceptual framework to include dimensions of epistemological access such as how the topic is taught, who selected the topic, the value and political basis. I undertook documentary analysis and a series of interviews with individuals who were involved in the struggle either through intellectual contributions in the NEC and NEPI processes or in the National Education Co-ordinating Committee. I also conducted two case studies of schools located in vastly different social and political contexts. At these schools, I collected data through classroom and school observations, semi-structured interviews with principals, history teachers and learners. Findings: The first finding of this study is that the ways in which students experience access to knowledge (epistemological access) is strongly dependent on the history and politics of the school context and the institutional culture, rather than the formal prescriptions laid down in the school curriculum The second finding of this study is that even when students enjoy physical access to schools, they have highly uneven, even unequal, access to knowledge within those schools. The third finding is that despite the awareness and understanding of what good education entails, without physical access, it is difficult for individuals to entertain discussions about epistemological access. The fourth finding is that despite claims that the policy promotes increased access to education, it was not possible to find reports that refer to any significant degree of quality outcomes as a result of the implementation of the principle of “equality of access” to education. Increased access to education has not resulted in quality output. This dissertation contributes to knowledge by its nuanced exploration of the complexities of access to education as a human right. Most importantly it pushes the boundaries of knowledge pertaining to both physical and epistemological access at the time when each of these are crucial points in the education development agenda. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

This study aims at exploring the motivation that drives tourists to townships. The theories that were chosen as the theoretical base of this study were the push and pull theory, the Travel Career Ladder, authenticity and the tourist gaze. Three research questions were asked around the theory base and a survey was done of 100 tourists in selected locations within Soweto. Results obtained from the respondents allowed for statistical analysis. The results indicated that the township tourists were intrinsically motivated and were driven by affiliation needs. Furthermore, the tourists that initially visited Soweto were motivated by authenticity; however, as the amount of tourism in the area grew, the tourist gaze became the more dominant form of motivation. The implications of the study findings are discussed. Copyright / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted