Opportunities that we have in today's world are sharply evolving, and the world is changing all together with these changes. This development is noticeably observed within the topic of global movement of (not only) population, which has changed fundamentally, both economically, politically and socially. Today's so much diversified form of migration, which has lost its transparency it used to has, is a very up to date and debated topic currently almost all over the world. Because of high importance of the topic "migration" it is often subject of research and number of surveys. One of the most examined area within the topic migration is attitudes of people towards immigration and immigrant, oftentimes together with investigating cause leading to particular attitude. Due to the international reach of the topic, these attitudes are often subject of cross-national research or national research, which, however, use data from international surveys. There is a clear disparity across European states in these attitudes towards immigration and, above all, the immigrants themselves. Given this nature of cross-national surveys measuring attitudes towards immigrants, it is important to focus on the measurement quality, which is becoming increasingly complex in the perspective of international research. It is...

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This thesis examines Tse Keh Nay (Sekani) ethnic identity over three periods of Aboriginal-European relations: the fur trade period, the missionary period, and the treaty and reserve period. It examines the affects these three periods have had on the Tse Keh Nay as an ethnic group in four chapters, the first two dealing with the fur trade and missionary periods, and the last two with the treaty and reserve aspects of the treaty and reserve period. In it I argue that during the first two periods wider Tse Keh Nay ethnic identity was reinforced, while during the latter period local Tse Keh Nay identities were reinforced through government policies that dealt with Tse Keh Nay subgroups on a regional and localized basis. Despite this shift in emphasis, wider Tse Keh Nay ethnic identity has remained, proving that Tse Keh Nay ethnic identity is both situational and dynamic. / History

Abstracts in English, Afrikaans and Southern Sotho / The prevalence of hate victimisation in South Africa remains unknown, as does its full impact. Anecdotal evidence, borne out by recent research findings, suggests hate-based attacks on non-nationals have increased in recent years, distinctly reflecting a picture of heightened vulnerability. For several reasons, the severity of such victimisation, and their physical and psychological impact, go mostly unseen. Hate-motivated incidents, such as hate speech and intentional unfair discrimination, are possible precursors to additional criminal victimisation. Records of such incidents can be helpful to demonstrate both a context of harassment and evidence of escalating patterns of violence. Worldwide, under-reporting of hate victimisation is a longstanding concern and requires an urgent solution. In South Africa, under-reporting has contributed to the nonrecognition of hate crime as a separate crime category. Towards aiding in finding a solution, this study explored the psychological barriers to reporting xenophobic victimisation to relevant authorities. The study, furthermore, explored with a group of victims who experienced xenophobia whether they reported victimisation, the reasons for reporting and under-reporting, and their thoughts and opinions on the workability of a third-party reporting mechanism. Non-probability sampling, specifically applying convenience and purposive sampling was used to obtain 19 participants for the four semi-structured focus groups. While all participants reported being victimised because of their nationality, the study found that multiple psychological barriers prevent such victims of xenophobia from reporting victimisation to authorities. Many of the participants do not believe in the workability of third-party reporting mechanisms. / Dit is onbekend hoe algemeen viktimisering op grond van haat in Suid-Afrika voorkom, en daarom ook wat die volle impak daarvan is. Onlangse navorsingsresultate dui egter daarop dat aanvalle op nielandsburgers wat uit haat voortspruit, toegeneem het die afgelope paar jaar, wat hulle groter kwesbaarheid duidelik weerspieël. Die intensiteit van hierdie viktimisering, asook die fisieke en sielkundige impak daarvan word in die meeste gevalle om verskeie redes ook nie bekendgemaak nie. Voorvalle wat uit haat voortspruit, soos haatspraak en doelbewuste onregverdige diskriminasie, is moontlik voorlopers van verdere kriminele viktimisering. Die optekening van sulke gevalle kan help om bewys te lewer van die teisteringskonteks, sowel as van patrone van toenemende misdaad. Die gebrekkige aanmelding van viktimisering op grond van haat is wêreldwyd lank reeds ’n probleem, en een waarvoor daar dringend ’n oplossing gevind moet word. In Suid-Afrika het gebrekkige aanmelding daartoe bygedra dat haatmisdaad nie as ’n aparte misdaadkategorie erken word nie. Ten einde ’n oplossing te help vind, het die navorser vir die doeleindes van hierdie studie die sielkundige faktore ondersoek wat verhoed dat xenofobiese viktimisering by die betrokke owerhede aangemeld word. Die studie bevat ook die terugvoer van ’n groep slagoffers van xenofobie oor hulle aanmelding van die viktimisering al dan nie, die redes waarom hulle dit aangemeld het of nie aangemeld het nie, en hulle gedagtes en menings oor hoe lewensvatbaar ’n stelsel vir derdeparty-aanmelding is. Niewaarskynlikheid-steekproefneming, en spesifiek doelbewuste en gemaksteekproefneming is gebruik om 19 deelnemers vir die vier semigestruktureerde fokusgroepe te vind. Alhoewel al die deelnemers bevestig het dat hulle geviktimiseer is op grond van hulle nasionaliteit, het die navorser met hierdie studie bevind dat verskeie sielkundige faktore die slagoffers van xenofobie verhoed om die viktimisering by die owerhede aan te meld. Talle van die deelnemers glo nie dat stelsels vir derdeparty-aanmelding ’n werkbare oplossing is nie. / Hore na tshwaro e mpe ka lebaka la lehloyo e atile hakae Afrika Borwa ho ntse ho sa tsejwe, le ditlamorao tsa yona ha di tsejwe. Bopaki bo sa netefatswang, bo hlaheletseng dipatlisisong tsa morao tjena, bo bontsha hore ditlhaselo tse etswang ho batho ba tswang dinaheng tse ding di eketsehile morao tjena, e leng se bontshang hore ba kotsing le ho feta. Ho na le mabaka a mmalwa a etsang hore ho pharalla ha tshwaro e mpe jwalo, ho hlokofatswa mmeleng le maikutlong ho se ke ha bonahala. Diketso tse hlohleletswang ke lehloyo, tse kang dipuo tse nang le lehloyo le kgethollo e etswang ka boomo, e ba selelekela sa diketso tsa bonokwane tsa tshwaro e mpe. Ho tlalehwa ho diketso tseo ho ka thusa ho bontsha maemo a lebisang tshwarong e mpe mme ha fana ka bopaki ba hore diketso tse mabifi di ntse di eketseha. Lefatsheng ka bophara, taba ya ho se tlalehwe ha tshwaro e mpe e hlohleletswang ke lehloyo haesale e le qaka mme ho hlokahala tharollo ka potlako. Afrika Borwa, ho se tlalehwe hona ho entse hore diketso tsa bonokwane tse hlohleletswang ke lehloyo di se ke tsa nkwa e le diketso tse ikemetseng tsa bonokwane. Ho thusa ho fumana tharollo, phuputso ena e lekola mathata a maikutlo a sitisang matswantle ho tlaleha tshwaro e mpe ho ba boholong ba ikarabellang. Ho feta moo, phuputso ena e lekola matswantle ao e leng mahlatsipa a tshwaro e mpe hore na a ile a e tlaleha, mabaka a entseng hore a e tlalehe, a se ke a tlaleha le hore na a nahanang ka ho sebediswa ha mokena-dipakeng. Ho kgethilwe bankakarolo ba 19 ka hloko e le sampole, ba kgethwa ka sepheo le morero o tobileng hore ba be dihlopheng tse nne tse sa hlophiswang ka ho feletseng. Le hoja bankakarolo bohle ba tlalehile hore ba tshwerwe hampe ka lebaka la botjhaba ba bona, phuputso e fumana hore ho na le mathata a mmalwa a maikutlo a thibelang mahlatsipa a tshwaro e mpe ya matswantle ho tlalehela ba boholong. Bankakarolo ba bangata ha ba dumele hore ho tlalehela mokena-dipakeng ho tla thusa. / Psychology / M.A. (Psychology)

As rapid technological development constantly drives and reshapes the economy, it is vital for learners and teachers to be highly proficient in the use of Information and Communication Technology (ICT). The data collected revealed that the barriers to ICT integration can be viewed as deprivation to both teachers and learners, especially those with diverse disabilities and learning difficulties. ICT implementation is therefore more than just change driven by technology. It is an opportunity to assist everyone, including people from all income groups, policy-makers and leaders to support converging technologies to create a more inclusive and humane future. The research was designed as a case study. Face-to-face interviews were conducted, lesson observations were undertaken and qualitative questionnaires were administered as methods of data collection. The research population included principals and ICT teachers in the Manzini Region. The sample was made up of two principals and 13 teachers. The data was transcribed and presented as raw data and thereafter analysed thematically. The data collected was analysed qualitatively. The findings of the study were that the factors influencing ICT implementation in inclusive primary schools in Eswatini included a lack of skills and knowledge from teachers; the lack of teaching and learning time allocated to ICT; insufficient teaching and learning materials; a lack of motivation and an insufficient number of teachers. Other factors included the lack of support and collaboration from principals and the Government of Eswatini. In view of the above factors, some recommendations were made, namely, that the Ministry of Education should reintroduce ICT in all inclusive primary schools. The schools that offer ICT should consider increasing the time allocated for ICT and enhance Continuous Professional Development (CPD) for ICT teachers. They should also provide for learners with diverse disabilities and learning difficulties a variety of teaching materials such as assistive devices to enhance teaching and learning. / Njengaloku kutfutfuka ngekushesha kwetebuchwephesHe kuchubeka kucondzisa futsi kwakhA kabusha nemnotfo, kumcoka kutsi bothishela nebafundzi babe nelikhono leliphakeme lekusebentisa Lwatiso neKuchumana ngeTebuchwepheshe (i-ICT). Ledatha legcogciwe ivete kutsi tihibe tekuhlanganisa i-ICT tingabukwa njengekuncisha bothishela nebafundzi, ikakhulu kubafundzi labaphila nekukhubateka lokwehlukahlukene kanye nebulukhuni ekufundzeni. Kufezekiswa kwekusetjentiswa kwe-ICT ngako-ke kungetulu kwekutsi nje kuchutjwa ingucuko yetebuchwepheshe, kodvwa kulitfuba lekusita wonkhe umuntfu, lokufaka ekhatsi bantfu lababuya kuwo onkhe emacembu etemnotfo, labo lababhala tinchubomgmo nebaholi, kutsi basekele kuhlanganiswa kwetebuchwepheshe kute kudaleke likusasa lelifaka lonkhe luntfu. Lolucwaningo luhlelwe njengesifundvolucwaningo lwesehlakalo. Kubanjwe emainthaviyu buso nebuso, kwentiwa sifundvo sekucaphela kanye nemaphephambuto elizingasimo njengetindlela tekugcogca idatha. Linanibantfu lalolucwaningo lifaka ekhatsi bothishelanhloko kanye nabothishela labafundzisa i-ICT eSigodzini sakaManzini Eswatini. Lesamphuli yakhiwa bothishelanhloko lababili kanye nabothishela laba-13. Ledatha yabhalwa yetfulwa njengaloko injalo ingakahlutwa kwase kutsi-ke emva kwaloko yahlatiywa ngekwengcikitsi. Ledatha leyagcogcwa yahlatiywa ngekwelizingasimo. Lokutfolwe ngulesifundvolucwaningo kutsi timbangela letinemtselela ekufezekiseni kusetjentiswa kwe-ICT etikolweni temabanga laphansi letifaka wonkhe wonkhe Eswayini, kufaka ekhatsi kuswelakala kwemakhono nelwati kubothishela; sikhatsi sekufundzisa nekufundza lesinganeli lesiphakelwa kufundziswa kwe-ICT; ticukatsilwati tekufundzisa nekufundza letingakaneli; kubete umdlandla kanye nelinani lelingakaneli labothishela. Lenye imbangela kungabikhona kwekusekelwa nekuhlanganyela lokuvela kubothishelanhloko nakuhulumende weleSwatini. Ngekubuka letimbangela letingenhla, kwentiwe-ke letincomo letilandzelako: Litiko Letemfundvo kufanele kutsi liphindze letfule i-ICT kuto tonkhe tikolo temabanga laphansi letifundzisa wonkhe wonkhe, tikolo letifundzisa i-ICT kufanele kutsi tikubheke kwengetwa kwesikhatsi sekufundzisa i-ICT kanye nekwenta ncono Kutfutfukiswa Ngalokuchubekako Kwebungcweti (i-CPD) kubothishela labafundzisa i-ICT, kantsi futsi letikolo kufanele tinake nebafundzi labaphila nekukhubateka lokwahlukahlukene nebulukhuni bekufundza ngekutsi banikwe ticukatsilwati tekufundzisa letahlukahlukene njengetisetjentiswa tekusita kute kwentiwe ncono kufundzisa nekufundza. / Jaaka lebelo la tlhabololo ya thekenoloji le tswelela go tsamaisa le go bopa ikonomi sešwa, go botlhokwa gore barutwana le barutabana ba nne le bokgoni jo bo kwa godimo mo tirisong ya Thekenoloji ya Tshedimosetso le Tlhaeletsano (ICT). Data e e kokoantsweng e senotse gore dikgoreletsi tsa kgokaganyo ya ICT di ka bonwa e le tlhaelo mo barutabaneng le barutwaneng, bogolo segolo barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta. Ka jalo, tsenyotirisong ya ICT ga se fela diphetogo tse di tsamaisiwang ke thekenolooji; ke tšhono ya go thusa mongwe le mongwe, go akarediwa batho go tswa ka ditlhopheng tsotlhe tsa lotseno, badiradipholisi le baeteledipele, go tshegetsa dithekenoloji tse di kopanang go tlhama isago e e akaretsang e bile e le molemo. Patlisiso e rulagantswe jaaka thutopatlisiso e e lebelelang kgetsi. Go dirilwe dipotsolotso tsa namana, go nnile le kelotlhoko ya dithuto mme go dirisitswe dipampiripotsoloto tse di lebelelang mabaka jaaka mekgwa ya go kokoanya data. Setlhophasegolo sa patlisiso se akareditse bagokgo le barutabana ba ICT kwa Kgaolong ya Manzini kwa Eswatini. Sampole e ne e dirwa ke bagokgo ba le babedi le barutabana ba le 13. Data e ne ya gatisiwa mme ya tlhagisiwa e le data e e sa fetolwang mme morago ya lokololwa go ya ka meono. Data e e kokoantsweng e lokolotswe go ya ka mabaka. Diphitlhelelo tsa thutopatlisiso e nnile gore dintlha tse di tlhotlheletsang tsenyotirisong ya ICT mo dikolong tsa poraemari tse di akaretsang kwa Eswatini di akaretsa tlhaelo ya bokgoni le kitso mo ntlheng ya barutabana; nako e e sa lekanang ya go ruta le go ithuta e e rebolelwang ICT; dimatheriale tse di sa lekanang tsa go ruta le go ithuta; tlhaelo ya thotloetso le palo e e sa lekanang ya barutabana. Ntlha e nngwe e nnile tlhaelo ya tshegetso le tirisanommogo go tswa mo bagokgong le puso ya Eswatini. Ka ntlha ya dintlha tse di fa godimo, go dirilwe dikatlenegiso tse di latelang: Lefapha la Thuto le tshwanetse go itsese sešwa ICT mo dikolong tsotlhe tsa poraemari tse di akaretsang, dikolo tse di tlamelang ka ICT di tshwanetse go akanya ka go oketsa nako e e rebolelwang ICT le go tokafatsa Tlhabololo e e Tswelelang pele ya Seporofešenale (CPD) ya barutabana ba ICT, mme dikolo tseno di tshwanetse gape go akanyetsa barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta ka go ba tlamela ka dimatheriale tse di farologaneng tsa go ithuta di tshwana le didiriswa tse di thusang go tokafatsa go ruta le go ithuta. / Njengoba intuthuko yezobuchwepheshe esheshayo iqhubeka nokugqugquzela nokwakha kabusha umnotho, kubalulekile ukuthi abafundi nothisha babe nekhono eliphezulu ekusebenziseni Ulwazi Lwezobuchwepheshe Kwezokuxhumana. Imininingwane eqoqiwe iveze ukuthi izithiyo ekuhlanganisweni zoLwazi Lwezobuchwepheshe Kwezokuxhumana zingabhekwa njengokuncishwa amathiba kothisha nabafundi, ikakhulukazi abafundi abanokukhubazeka okuhlukahlukene nobunzima bokufunda. Ukuqaliswa koLwazi Lwezobuchwepheshe Kwezokuxhumana kungaphezu nje koshintsho oluqhutshwa ezobuchwepheshe; kuyithuba lokusiza wonke umuntu, kufaka phakathi abantu abavela kuyo yonke imikhakha yabaholayo, abenza izinqubomgomo kanye nabaholi, ukusekela ubuchwepheshe obuhlanganayo ukudala ikusasa eliyinhlanganisela futhi elinobuntu. Ucwaningo lwakhiwe njengesifundo esiwucwaningo lwesigameko. Kwenziwa inhlolokhono noma zingxoxo ubuso nobuso, kwenziwa ukubhekwa kwezifundo futhi kwenziwa nemibuzo esezingeni elifanele njengezindlela zokuqoqa imininingwane. Abantu abafakwe ocwaningweni babandakanya othishanhloko kanye nothisha boLwazi Lwezobuchwepheshe Kwezokuxhumana esifundeni saseManzini eSwatini. Isampula yayenziwe kothishanhloko ababili nothisha abayi-13. Idatha yabhalwa futhi yethulwa njengedatha engahlungiwe futhi ngemuva kwalokho yahlaziywa ngokulandelana. Imininingwane eqoqiwe yahlaziywa ngokufanele. Okutholakele kulolu cwaningo ngukuthi izinto ezinomthelela ekusebenzeni koLwazi Lwezobuchwepheshe Kwezokuxhumana ezikoleni zamabanga aphansi ezibandakanya bonke abantu eSwatini zibandakanya ukuntuleka kwamakhono nolwazi kothisha; isikhathi esinganele sokufundisa nokufunda esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana izinto zokufundisa nokufunda ezinganele; ukungabi nogqozi kanye nenani elinganele lothisha. Enye yezimbangela ukungabikho kokwesekwa nokusebenzisana kothishanhloko nohulumeni wase-Eswatini. Ngenxa yalezi zinto ezingenhla, kwenziwa izincomo ezilandelayo: uMnyango Wezemfundo kufanele uphinde ufake uLwazi Lwezobuchwepheshe Kwezokuxhumana kuzo zonke izikole zamabanga aphansi ezibandakanyekayo, izikole ezifundisa uLwazi Lwezobuchwepheshe Kwezokuxhumana kufanele zicabangele ukukhulisa isikhathi sokufundisa esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana futhi zithuthukise Ukuthuthukiswa Okuqhubekayo Kwezobuchwepheshe kothisha boLwazi Lwezobuchwepheshe Kwezokuxhumana, futhi lezi zikole kufanele futhi zihlinzeke izitshudeni ezinokukhubazeka okuhlukahlukene nobunzima bokufunda ngendlela yezinhlobonhlobo zezinto zokufundisa ezinjengamathuluzi okusiza ukuthuthukisa ukufundisa nokufunda. / M. Ed. (Inclusive Education)

Abstracts in English, Sotho and Zulu / Waste generation is a global problem encountered by many nations. In recent years, population growth, booming urbanisation, an increase in economic activities and rise of communities’ living standards have significantly escalated household waste generation which has been a cause for concern. Waste production in households and schools imposes serious concern on the environment. To curb further depletion of environmental resources, sustainable consumption and household waste management practices and systems cannot be over emphasised. Therefore, the aim of the study was to explore the views of secondary school teachers’ views with regard to learners’ awareness of household waste management in Newcastle, South Africa. This study, following a qualitative approach, adopted a case study design to explore secondary teachers’ views on learners’ awareness on household waste management in the Newcastle municipality, in the Amajuba District, South Africa. By using semi- structured interviews, non-participatory observation and documents analysis, data were collected from three secondary schools and nine teachers, teaching Natural Sciences, Social Sciences and Life Orientation in Grade 8. The findings revealed that teachers understand the importance and benefits of household waste management although misconceptions of household waste management still prevailed. A challenge that emerged showed that teachers lack training to successfully integrate household waste management in their subjects. Their failure to identify household waste management themes in their CAPS subjects was sufficient evidence for the urgency of in-service training of teachers to assist them in integrating environmental education (EE) themes such as household waste management in their subjects. Although teachers experienced several challenges regarding implementing the theme of household waste management in their subjects, they considered the benefits outweighed the challenges. / Tlhahiso ya ditshila ke bothata bo aparetseng dinaha tse ngata. Dilemong tsa morao tjena, kgolo ya baahi, ho eketseha ha ditoropo, ho eketseha ha mesebetsi ya moruo, le ho phahama ha maemo a bophelo a baahi ho ekeditse tlhahiso ya ditshila tsa malapa ka mokgwa o bonahalang, e leng seo e leng sesosa sa ho tshwenyeha. Tlhahiso ya ditshila malapeng le dikolong e baka mathata a tebileng tikolohong. Ho thibela ho qepha ho eketsehileng ha mehlodi ya tikoloho, tshebediso e tsitsitseng le ditlwaelo tsa taolo ya ditshila tsa malapeng le ditsamaiso ho hloka ho elwa hloko ka tsela e kgethehileng. Kahoo, sepheo sa phuputso e ne e le ho hlahloba maikutlo a matitjhere a dikolo tse mahareng mabapi le tlhokomediso ya baithuti ka taolo ya ditshila tsa malapa Newcastle, Afrika Borwa. Phuputso, ka ho sebedisa mokgwa wa boleng, e amohetse moralo wa phuputso e ikgethileng ho hlahloba maikutlo a matitjhere a dikolo tse bohareng hodima tlhokomediso ya baithuti mabapi le taolo ya ditshila tsa malapa mmasepaleng wa Newcastle, Seterekeng sa Amajuba, Afrika Borwa. Ka ho sebedisa dipuisano tse hlophisitsweng hantle, tlhahlobo e sa kenyelletseng bonkakarolo le manollo ya ditokomane, datha e ile ya bokellwa ho tswa dikolong tse tharo tse bohareng le ho matitjhere a robong, a rutang Saense ya Tlhaho, Saense ya Phedisano le Thuto ya Bophelo bakeng sa baithuti ba Sehlopha sa 8. Diphetho di senotse hore matitjhere a utlwisisa bohlokwa le melemo ya taolo ya ditshila tsa malapa le hoja maikutlo a fosahetseng mabapi le taolo ya ditshila tsa malapa a ntse a atile. Phephetso e ileng ya hlaha e bontsha hore matitjhere a haellwa ke kwetliso ya ho kenyelletsa ka katleho taolo ya ditshila tsa malapa dithutong tsa bona. Ho hloleha ho kgetholla dihlooho tsa taolo ya ditshila tsa malapa dithutong tsa bona tsa CAPS e ne e le bopaki bo lekaneng ba ho potlaka ha kwetliso ya matitjhere a tshebetsong ho ba thusa ho kenyelletsa dihlooho tsa thuto ya tikoloho (EE) jwalo ka taolo ya ditshila tsa malapa dithutong tsa bona. Leha ele hore matitjhere a ile a ba le diphephetso mabapi le ho kenyelletsa dihlooho tsa taolo ya ditshila tsa malapa dithutong tsa bona, ba ile ba utlwa hore melemo e feta diphephetso. / Ukukhiqizeka kukadoti kuyinkinga ehlangabezana nezizwe eziningi emhlabeni. Eminyakeni esanda kudlula, ukukhula kwenani labantu, ukukhula kwamadolobha, ukukhula kwemisebenzi yamabhizinisi kanye nokukhuphuka kwezinga lempilo yabantu yikho okuye kwadala ukuthi imizi ikhiqize izinga eliphezulu likadoti/lenkukuma, okuyinkinga ebekade ivele isikhona. Ukukhiqizeka kukadoti emakhaya kanye nasezikoleni kudala izinkinga ezibi kakhulu endaweni. Ukuqeda ukumoshakala/ukuguga kwemithombo yezendawo okuqhubekela phambili, kusobala ukuthi kudingeka izindlela ezisimelele zokugaywa kukadothi kanye nezindlela zokulawula kukadothi kanti konke lokhu kuyiqiniso elingenakuphikiswa. Ngakho-ke, inhloso yocwaningo kwakuwukuphenya imibono yabafundisi bezikole zamabanga aphakeme mayelana nokuxwayisa uhlelo lokulawulwa kukadoti endaweni yase Newcastle, eNingizimu Afrika. Lolu cwaningo ngokulandela indlela yocwaningo eyencike kwingxoxo, luye lwalandela idizayini yocwaningo lotho ukuphenya imibono yabafundisi bamabanga aphakeme mayelana nokuxwayiswa kwabafundi ngokulawulwa kukadoti emakhaya ngaphansi kukamasipaladi waseNewcastle, ongaphansi kwesiFunda saseMajuba, eNingizimu Afrika. Idatha iye yaqoqwa ngokusebenzisa inhlolovo embaxambili, kwahlaziywa indlela yokuziphatha futhi kwahlaziywa imibhalo, kanti le datha iqoqwe ezikoleni zamabanga aphakeme ezintathu kanye nakubafundisi abayisishiyagalolunye, okungabafundisi abafundisa izifundo phecelezi Natural Sciences, Social Sciences kanye neLife Orientation yabafundi bakaGreyidi 8. Ulwazi olutholakele luveze ukuthi abafundisi bazwisisa ukubaluleka kanye nezinzuzo zohlelo lokulawulwa kukadoti, yize kusekhona ukudideka/ukungazwisisani mayelana nohlelo lokulawula ukuphatha kukadoti. Inselelo ebonakele, ikhombise ukuthi abafundisi baswela ukuqeqeshwa ukuze bakwazi ukuzwisisa kahle uhlelo lokulawulwa kukadoti kwizifundo zabo. Ukwehluleka kwabo ukwehlukanisa izindikimba zokulawulwa kukadoti emakhaya ezifundweni zabo zeCAPS kuye kwaba wubufakazi obanele besidingo esisheshayo sokuqeqeshwa kwabafundisi abasemsebenzini ukubanceda ukuba bakwazi ukuhlanganisa izindikimba zezifundo zezendawo environmental education (EE) ezinjengokulawulwa kukadoti ezifundweni zabo.Yize abafundisi behlangabezana nezinselele ezimbalwa mayelana nokusebenzisa indikimba yokulawulwa kukadoti ezifundweni zabo, baye babona ukuthi izinzuzo zalokhu zedlula izinselele. / Curriculum and Instructional Studies / M. Ed. (Environmental Education Curriculum)

Abstract in English, Xhosa and Tswana / The recognition of the role of females in drug trafficking was established more than 30 years ago and there are notable cases of women undertaking leading roles in this crime for almost 100 years. This phenomenon has gained popularity in South Africa as is evidenced by the number of women who are found and incarcerated for smuggling drugs into or out of South Africa. The purpose of this study was to gain an in-depth understanding of the female drug mule phenomenon and explain the reasons why female drug mules are involved in drug smuggling. The objectives of the study were to develop a profile for female drug mules incarcerated in South African correctional centres, specifically Kgoši Mampuru II and Johannesburg Female Correctional Centre; to establish risk factors for being recruited and used as drug mules; to explain the mules’ motivations for being involved in drug smuggling; to determine the physical and emotional impact drug smuggling has on the drug mules; and to determine the methods used by drug mules to smuggle drugs. A qualitative research approach, with the use of one-on-one semi-structured interviews, was used to obtain information from participants. The sample comprised 20 diverse female offenders incarcerated at Kgoši Mampuru II and Johannesburg Correctional Centres. The data from the schedule of interview questions were analysed using thematic analysis, coding and categorising. It is envisaged that this research will be of significance to the criminal justice system, as recommendations on deterrence and preventative measures regarding the use of females as drug mules may be made from the findings. The general findings of this research demonstrate that a female drug mule, in the context of this study, is an African or Spanish woman that is open to methods that can produce various streams of income to support her children and family. Secondly, the findings in this dissertation revealed that women are recruited as drug mules because of their vulnerable economic state. Lastly, the most common method used to smuggle drugs revealed by participants in this research is through luggage concealment. Through this study, an in-depth insight into the history and life circumstances of female drug mules is provided. This will also help society to understand why some individuals are at risk of being recruited as mules or are motivated to engage in drug smuggling. Consequently, this research study may assist in the creation of early detection, education and awareness programmes surrounding the risks associated with drug smuggling. / Ukuthatha inxaxheba kwabasetyhini ekuhambiseni iziyobisi kwaqala ukubhalwa ngako ngaphaya kweminyaka engama-30 adlulayo, kanti phantse kwiminyaka eli-100 eyadlulayo zazikho iingxelo ngamakhosikazi adlala iindima eziphambili ekuhambiseni iziyobisi. Apha eMzantsi Afrika lo mbandela uye wafumana ukwaziwa kakhulu ngenxa yeqela labasetyhini abafunyaniswe baza bavalelwa entolongweni ngenxa yokuthubelezisa iziyobisi ezingenisa okanye ezikhupha kweli loMzantsi Afrika. Injongo yesi sifundo yayikukuqonda nzulu lo mkhwa wemeyile (isilwanyana sokuthwala) yeziyobisi nokuchaza izizathu zokuba ababhinqileyo babe ziimeyile zeziyobisi. Esi sifundo sijonge ukuqulunqa ubume bomntu obhinqileyo oyimeyile yeziyobisi okhe wavalelwa kwiintolongo zaseMzantsi Afrika, ngakumbi iKgoši Mampuru II kunye neJohannesburg Correctional Centre. Okunye okujongwe sesi sifundo kukufumanisa umngcipheko abakuwo abafazi abarhwebeshwayo basetyenziswe njengeemeyile zeziyobisi; kuchazwe izinto ezikhuthaza ukuba ubani abe yimeyile yeziyobisi; kufunyaniswe ukuba ukuthubelezisa iziyobisi kumchaphazela njani umthubelezisi/imeyile emphefumlweni nasemzimbeni; kubuye kufunyaniswe iindlela ezisetyenziswa zezi meyile zingabafazi ekuthubeleziseni iziyobisi. Kusetyenizswe indlela yophando eqwalasela amanani ukuze kufunyanwe ulwazi kwabo bathathe inxaxheba, kwenziwa nodliwano ndlebe lobuso ngobuso olungaqingqwanga ngqongqo. Isampulu yophando ibe ngamabanjwa abhinqileyo angama-20 ahlukeneyo navalelwe eKgoši Mampuru II naseJohannesburg Correctional Centre. Iinkcukacha zolwazi/idata ehlalutyiweyo iquka ezo nkcukacha zithathwe kwiimpendulo zemibuzo yodliwano ndlebe apho kuhlalutywe imixholo, kwafakwa iimpawu/iikhowudi zabuya zahlulahlulwa zaba ngamahlelo iinkcukacha zolwazi. Kucingwa ukuba olu phando luya kuba luncedo kwinkonzo yezobulungisa kuba okufunyanisiweyo nokucetyiswayo kunganceda ekuqulunqeni amanyathelo okuthintela nokuthibaza abaphuli mthetho ekusebenziseni abantu ababhinqileyo njengeemeyile zeziyobisi, kubabonise nabo abafazi ububi bokuba ziimeyile zeziyobisi. Uluntu ngokubanzi nalo luya kuncedakala kokufunyaniswe lolu phando. Esi sifundo siveze ukuqonda nzulu ngembali neemeko zobomi beemeyile zeziyobisi ezibhinqileyo. Olu lwazi lunganceda ukuba abantu baqonde ukuba kwenzeka kanjani ukuba abanye abantu babe semngciphekweni wokurhwebeshelwa ukusebenza njengeemeyile zeziyobisi, baqonde nokuba zintoni ezikhuthaza ubani ukuba azibandakanye nokuthubelezisa iziyobisi. Ngoko ke olu phando lunganceda ekwenzeni iinkqubo zokuqaphela kwangoko ubani oyimeyile, ezokufundisa nezokwazisa uluntu ukuze kuthintelwe imingcipheko enxulumene nothubeleziso lweziyobisi. / Seabe sa batho ba bomme mo kgwebong e e seng mo molaong ya diritibatsi se kwadilwe la ntlha dingwaga di feta 30 tse di fetileng, mme mo sebakeng se se ka nnang dingwaga di le 100, go nnile le dikgetse tse di lemogilweng tsa basadi ba ba eteletseng pele kgwebo e e seng mo molaong ya diritibatsi. Mo Aforikaborwa, ntlha eno e tlhageletse thata ka ntlha ya palo ya basadi ba ba tshwerweng le go golegwa ka ntlha ya go tsena gongwe go tswa ka diritibatsi ka tsela e e seng mo molaong mo Aforikaborwa. Maitlhomo a thutopatlisiso eno e ne e le go tlhaloganya thata ntlha ya basadi ba ba tsamaisang diritibatsi e seng ka fa molaong le go tlhalosa lebaka la gore goreng basadi ba ba tsamaisang diritibatsi e seng ka fa molaong ba nna le seabe mo go tsamaiseng diritibatsi jalo. Maikaelelo a thutopatlisiso ke go dira porofaele ya basadi ba ba tsamaisang diritibatsi ka tsela e e seng mo molaong, ba ba golegilweng kwa ditikwatikweng tsa kgopololo tsa Aforikaborwa, go totilwe Ditikwatikwe tsa Kgopololo tsa Kgosi Mampuru II le Johannesburg, go bona dintlha tsa matshosetsi a gore basadi ba ngokelwe go dirisiwa jaaka batsamaisi ba ba seng mo molaong ba diritibatsi; go tlhalosa gore batsamaisi ba ba seng mo molaong ba diritibatsi ba susumediwa ke eng gore ba nne le seabe mo go tsamaiseng diritibatsi ka tsela eo; go lebelela gore go tsamaisa diritibatsi go go seng mo molaong go amile jang motho yo o tsamaisang diritibatsi mo mmeleng le mo maikutlong; le go lebelela mekgwa e e dirisiwang ke batsamaisi ba diritibatsi ba basadi go tsamaisa diritibatsi ka tsela e e seng mo molaong. Go dirisitswe molebo wa patlisiso e e lebelelang mabaka go bona tshedimosetso go tswa go bannileseabe, ka tiriso ya dipotsolotso tse di batlileng di rulagana tsa batho bongwe ka bongwe. Sampole e dirilwe ka bagolegwa ba basadi ba ba farologaneng ba le 20 ba ba golegilweng kwa Ditikwatikweng tsa Kgopololo tsa Kgosi Mampuru II le Johannesburg. Data e e lokolotsweng e na le data e e gogilweng go tswa mo sejuleng ya dipotso tsa dipotsolotso mme e lokolotswe go ya ka morero, go khouta le go aroganya data ka dikarolo. Go solofelwa gore patlisiso eno e ka nna mosola mo tsamaisong ya bosiamisi jwa bosenyi ka ntlha ya fa diphitlhelelo le dikatlenegiso di ka thusa mo go tlhamiweng ga dikgato tsa thibelo go dira gore batlolamolao ba tshabe go dirisa basadi jaaka batho ba ba tsamaisang diritibatsi e seng mo molaong le go thibela basadi go nna batsamaisi ba diritibatsi ba ba seng mo molaong. Baagi le bona ba ka ungwelwa go tswa mo diphitlhelelong tsa patlisiso eno. Ka thutopatlisiso eno, go tlamelwa ka tshedimosetso e e boteng ya lemorago le seemo sa botshelo sa basadi ba ba tsamaisang diritibatsi e seng ka fa molaong. Seno se ka thusa baagi go tlhaloganya gore goreng batho bangwe ba le mo matshosetsing a go ka ngokelwa go tsamaisa diritibatsi ka tsela e e seng mo molaong gongwe ba rotloetsega go nna karolo ya go tsamaisa diritibatsi ka tsela eo. Ka ntlha ya seo, thutopatlisiso eno e ka thusa gore go tlhamiwe mananeo a temogo ya go sa le gale, thuto le temoso go fokotsa matshosetsi a a amanang le go tsamaisa diritibatsi e seng ka fa molaong. / Criminology and Security Science / M.A. (Criminal Justice)

The study was limited to three national education policies, which were the teacherlearner ratio policy, teacher workload policy and learner discipline policy. The problem was the learner moral decay, which was conspicuous to the public who saw learners all over the school grounds during contact time, along streets strolling to their schools without showing any remorse long after schools had started at 8h00. Poor academic performance in public secondary schools in the Tshwane South District is a cause for concern, whereby one of the schools in Tshwane South had only 6% of learners passing in 2018 out of 300 in Grade 8, and the rest were progressed. Qualitative methodology was used, and one-on-one interviews were conducted to collect data from the SGBs, SMTs and teachers of five poorly performing schools in the district. The study revealed that the incorrect development and implementation of the new national education policies had a negative impact on learner discipline and academic performance. The classrooms were overcrowded which meant the teacher-learner ratio and teacher workload were high. The learners and the parents were not provided with the Code of Conduct, and some teachers never read the education policies and did not know that the Code of Conduct is an alternative policy to the corporal punishment policy. Consequently, learners who misbehave and are under the leadership of COSAS defy it because they are aware that teachers are ignorant of the correct procedure to enhance the Code of Conduct implementation. This implies that any case against the learners was considered unprocedural and nullified. It became evident that the Department of Basic Education needed to invest even more in education to deal with the issue of overcrowding by deploying more teachers and teacher assistants. The intervention was also necessary to equip stakeholders with skills in the adoption and implementation of national education policies. The intervention should empower the SGBs to develop and adopt the Code of Conduct correctly, teachers to maintain discipline with confidence and effectively to improve academic performance. As well as the powerful tools for planning correctly by the SMT to involve policy authorities for stakeholders’ development. The implementation of the teacher-learner ratio policy, teacher workload policy and learner discipline policies required monitoring, and to be reviewed if necessary, to avoid disparity between policy and practice. / Thuto ye e akareditšwe ka melawana e meraro ya thuto ya naga, lenaneo la ditekanyetšo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti. Thuto ye e dira dinyakišišo mabapi le maitshwaro a go phuhlama a baithuti: barutwana ba ba kantle ga diphapuši tša bona ka nako ya thuto, ebile go nale setlwaedi sa go fihla ka morago ga nako sekolong. Se se hlola dipoelo tša go se kgotsofatše dithutong tše di phagamego seleteng sa borwa bja Tshwane, gomme se ke tlhobaboroko. Mohlala, dikolong tsa borwa bja Tshwane, ke diperesente tše tshela fela tša baithuti ba mphato wa seswai go ba makgolo a mararo bao ba phasitšego ka noši ngwageng wa ketepedi lesome seswai, mola ba bangwe ba fitišitšwe. Thuto ye e šomiša mokgwa wa di nyakišišo wa khwaliteitifi, mme dintlha di kgobokantšwe ka go šomiša molawana wa go botšiša dipotšišo thwii, re lebelelane ka mahlong go dihlopha tša go buša dikolo (SGBs), dihlopha tša taolo ya dikolo (SMTs) le go tšwa go barutiši ba dikolo tše hlano tša go se šome gabotse seleteng seo. Thuto ye e tšweletša gore go hloka tšweletšo ya maleba le tšhomišo mpe ya melawana e meswa ya thuto ya naga e nale khuetšo e mpe taolong ya baithuti le mešomong ya sekolo. Palo e kgolo ya barutwana diphapušing e baka morwalo o boima go barutiši. Baithuti le batswadi ga ba fiwe Melao ya sekolo ya maitswaro, gomme barutiši ba bangwe le bona ga senke ba ipha nako ya go bala melawana ya thuto ebile ga ba tsebe gore melao ya maitšhwaro ke mokgwa o mongwe wa go fapana le kotlo ya go betha. Ka lebaka leo, baithuti bao ba sa itshwarego gabotse ebile ba huetšwa ke COSAS ba nyatša melao ya maitšwaro gobane ba lemogile gore barutiši ba hlokomologile mokgwa wo o nepagetšego wa go matlafatša tšhomišo ya maleba ya melao ye. Se se bolela gore kgafetša kgafetša melato kgahlanong le barutwana e tšewa okare ga se ya maleba ebile e phošagetše. Go molaleng gore Lefapha la Thuto ya motheo le hloka go lokiša taba ya go tlala ga barutwana ka diphapušing ka go thwala barutiši bao ba lekaneng le bathuši ba barutiši. Go tsea karolo go thuša batšeakarolo ka tsebo ya go amogela le go šomisa melawana ya thuto ya naga gwa hlokega. Se se ka matlafatša dihlopha tša go buša dikolo go amogela le go šomiša Melao ya maitswaro ka nepo, ele ge barutiši ba holega ka go netefatša maitshwaro ama botse le go kaonafatša dipoelo tša thuto ya barutwana. Dipoelo di hlagiša gore lenaneo la tekanyo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti di hloka go hlokomelwa le go lekolwa, gomme moo go hlokegago e hlahlobje gore go efošwe thulano magareng ga lenaneo tshepedišo le tiragatšo ya lenaneo leo. / Hierdie ondersoek word beperk tot drie nasionale onderwysbeleide: die beleid op die onderwyser-leerder-verhouding, die beleid op onderwyserwerkslading en die beleid op leerderdissipline. Die navorsing ondersoek wat meestal beskou word as die morele agteruitgang van die leerder: leerders is gedurende kontaktyd buite die klaskamer en daar is gedurige laatkommery. Die kommerwekkende gevolge hiervan is swak akademiese prestasie in openbare sekondêre skole in die TshwaneSuiddistrik. By een skool in Tshwane-Suid het byvoorbeeld slegs 6% uit 300 Graad 8 leerders in 2018 geslaag, terwyl die res oorgeplaas is. Die ondersoek maak gebruik van ’n kwalitatiewe metodologie, en data is ingesamel in een-tot-een onderhoude met lede van die skoolbeheerliggame (SBL’e), skoolbestuurspanne (SBS’e) en onderwysers van vyf swak presterende skole in die distrik. Die navorsing toon dat die onvoldoende ontwikkeling en implementering van nuwe nasionale onderwysbeleid ’n negatiewe uitwerking op leerders se dissipline en akademiese prestasie het. Die hoë onderwyser-leerder-verhouding in oorvol klaskamers het vir onderwysers ’n hoë werkslading tot gevolg. Leerders en ouers word nie van ’n Gedragskode voorsien nie, en sommige onderwysers het nog nooit die onderwysbeleid gelees nie en weet nie dat die Gedragskode ’n alternatief vir die lyfstrafbeleid is nie. Leerders wat hul wangedra en deur COSAS beïnvloed word, minag gevolglik die Gedragskode omdat hulle bewus is dat onderwysers oningelig is oor die juiste prosedure ter bevordering van dié kode. Dit beteken dat sake teen leerders dikwels as prosessueel ongeldig beskou word en nietig verklaar word. Dit is duidelik dat die Departement van Basiese Onderwys aandag moet bestee aan die kwessie van oorvol klaskamers deur meer onderwysers en onderwysassistente aan te stel. Ingryping is ook nodig om belanghebbendes toe te rus met vaardighede vir die ingebruikneming en implementering van nasionale onderwysbeleide. So ’n ingreep sal SBL’e bemagtig om die Gedragskode korrek te ontwikkel en aan te neem, waardeur onderwysers bygestaan sal word in die handhawing van dissipline en die verbetering van akademiese prestasie. Die bevindinge dui aan dat die implementering van die beleide op onderskeidelik die onderwyser-leerder-verhouding, die onderwyserwerklading en leerderdissipline monitering en, waar nodig, hersiening vereis ten einde skeiding tussen die beleid en die praktyk te vermy. / Educational Management and Leadership / M. Ed. (Educational Management)

English, Zulu and Northern Sotho summaries / This study aims to evaluate the Non-Ferrous Metals Crime Combating Committee's impact on combating copper cable theft in South Africa. Data was collected via in-depth interviews with awaiting trial detainees charged with copper cable theft at the Pollsmoor Correctional Centre in the Western Cape; members of the Mpumalanga and Gauteng Provincial Non-Ferrous Metals Crime Combating Committee; members of Business Against Crime South Africa; and investigators attached to Combined Private Investigations who investigate copper theft nationally. The in-depth interviews provided a comprehensive understanding of participant experiences relating to the impact of the Non-Ferrous Metals Crime Combating Committee on the combating of copper cable theft in South Africa. Moreover, the researcher performed a thorough literature study of the phenomenon locally and internationally. Research findings indicate shortcomings in the Non-Ferrous Metals Crime Combating Committee's effectiveness, limiting its impact on preventing copper cable theft. Based on these findings, the study recommends that the Non-Ferrous Metals Crime Combating Committee be replaced with a specialised South African Police Service Non-Ferrous Metals Theft Unit. Consequently, this study puts forward a set of recommendations proposing a systematic pro-active plan to address and minimise copper cable theft in South Africa. The proposed plan convincingly presents practical solutions to minimise copper cable theft and contributes to the current body of scholarship on copper cable theft in South Africa. / Inhloso yalolu cwaningo ukuhlola umthelela wohlelo lwe-Non-Ferrous Metals Crime Combating Committee mayelana nokuqedwa kokutshontshwa kwentambo yogesi (copper cable). Idatha iqoqwe ngokusebenzisa izinhlolovo ezijulile ezenziwa ngokusebenzisa iziboshwa eziboshelwe izintambo zikagesi ezisamele ukugwetshwa ejele lase Pollsmoor Correctional Centre ngaseNtshonalanga Kapa, amalunga eMpumalanga and Gauteng Provincial Non-Ferrous Metals Crime Combating Committee, amalunga eBusiness Against Crime South Africa kanye nabaphenyi abahambisana nophiko lweCombined Private Investigations oluphenya ukutshontshwa kwezintambo zikagesi ezweni lonke. Lezi zinhlolovo ezijulile zinikeze ulwazi olubanzi lwabadlalindima olumayelana nomthelela weNon-Ferrous Metals Crime Combating Committee mayelana nokuqedwa kokutshontshwa kwezintambo zikagesi. Ngaphezu kwalokho, umcwaningi wenze ucwaningo olunzulu lombhalo wobuciko mayelana nokutshontshwa kwezintambo zikagesi lapha ekhaya kanye nasemhlabeni wonke jikelele. Ulwazi olutholakele lukhombisa iziqi ezikhinyabeza ukusebenza kahle kweKomithi mayelana nokuvimbela umthelela walo mayelana nokutshontshwa kwezintambo zikagesi. Ngezizathu ezisuselwa phezu kwalolu lwazi, lolu cwaningo lubeka phambili isethi lezincomo ezinganceda iKomiti ekuqiniseni umthintela walo ngokuhlongoza uhlelo olugqugquzelayo lokunciphisa izinga lokutshontshwa kwezintambo zikagesi eNingizimu Afrika. Lolu hlelo oluhlongoziwe ngaphandle kokungabaza lwethula izixazululo ezenzeka empilweni yangempela ukunciphisa ukwetshiwa kwezintambo zikagesi kanti lokhu kunegalelo kwiziko lamanje futhi luqhubekisa iziko lamanje lwezifundo esimayelana nokwetshiwa kwezintambo zikagesi. / Maikemisetso a thutelo ye ke go lekola khuetso ya Komiti ya Twantsho ya Bosenyi bja Dimetale tse di Sego tsa Tshipi ka ga go lwantsha kutso ya megala ya koporo. Datha e kgobokeditswe ka mokgwa wa ditherisano tse di tseneletsego tseo di sepeditswego le mahodu a megala ya koporo ao a golegilwego ao a letetsego go sekiswa Senthareng ya Tshokollo ya Pollsmoor go la Kapa Bodikela, maloko a Diprofense tsa Mpumalanga le Gauteng a Komiti ya Twantsho ya Bosenyi bja Dimetale tse di sego tsa Tshipi, maloko a Dikgwebo tsa Kgahlanong le Bosenyi tsa Afrika Borwa le banyakisisi bao ba dirisanago le Dinyakisiso tsa Praebete tse Kopantswego tseo di nyakisisago kutso ya koporo kemong ya bosetshaba. Ditherisano tse di tseneletsego tse di file kwesiso ka botlalo ya maitemogelo a batseakarolo ye e sepelelanago le khuetso ya Komiti ya Twantsho ya Bosenyi bja Dimetale tse di sego tsa Tshipi ka ga go lwantsha kutso ya megala ya koporo. Gape, monyakisisi o dirile thutelo ya dingwalo ka botebo ya kutso ya megala ya koporo tikologong ya leagong le kemong ya boditshabatshaba. Dikhwetso tsa dinyakisiso di supa mafokodi ao a lebanego bokgoni bja Komiti tshitisong ya khuetso ya yona go kutso ya megala ya koporo. Go ya ka dikhwetso tse, thutelo ye e hlagisa sehlopha sa dikeletso tseo di ka thusago Komiti go tswetsa khuetso ya yona pele ka go sisinya leano la go itokisetsa seemo se ka diregago ka mokgwa wo o beakantswego go fokotsa kutso ya megala ya koporo ka Afrika Borwa. Leano leo le sisintswego le hlagisa ka mo go kgodisago ditharollo tse di ka phethagatswago go fokotsa kutso ya megala ya koporo ka gona la ba la seabe go le go tswetsa pele popego ya bjale ya borutegi ka ga kutso ya megala ya koporo. / Criminology and Security Science / Ph. D. (Criminal Justice)

Text in English with abstracts in English, Afrikaans, Tswana and Tsonga / In a complex world, change is inevitable and wellness in the workplace remains a popular research phenomenon in facilitating employee and organisational productivity. Churches as organisations are not exempt from change dynamics in the world of work. Employees of the church, namely pastors and their well-being are similarly imperative, as they are also responsible for facilitating the well-being of others. Coaching has emerged as a valuable and useful psychological helping process aimed at enhancing employees’ well- being and facilitating their engagement, commitment and productive work behaviour. Mentoring and training are predominant interventions aimed at addressing aspects potentially relevant to pastor well-being in both the Dutch Reformed Church (DRC) and the United Reformed Church of South Africa (URCSA), albeit each with very distinct objectives in terms of calling, and professional and skills development. In light of the current underutilised mentoring programme of the DRC and the sole emphasis on skills training in the URCSA, this study emerged from the need to understand how an in-depth understanding of pastors’ experiences of well-being can contribute to construct a coaching model for professional pastoral caregivers. In order to develop a coaching model to care for and optimise the well-being of the pastors, my multidisciplinary background (stemming from Industrial and Organisational Psychology [IOP], Human Resource Management [HRM] and Theology) increased my curiosity about pastors’ experiences of well-being in a Christian faith-based South African church context. In qualitative research inquiries, investigators creatively use multiple qualitative methods from a pragmatic stance. Hence, in this thesis I used at first two qualitative research methods, namely interactive qualitative analysis (IQA) and narrative synthesis that contributed to a transparent and systematic way to collect analyse, and document the research report. As a third qualitative research method, I used an auto ethnographic reflection writing style to make trustworthy inferences about the research findings and to think about the implications thereof on the rest of the research community. A coaching model was constructed and is proposed as a possible model to care for and optimise the well-being of the pastor (individual employee) and by implication also of a church (non-profit Christian faith-based organisation). This thesis also contributes methodologically to emerging IQA research in a South African work context. Lastly, the thesis contributes to multidisciplinary studies as it integrated theoretical and empirical perspectives from three disciplines, namely IOP, HRM and Theology. / In 'n ingewikkelde wêreld is verandering onvermydelik en welstand in die werksplek bly 'n gewilde navorsingsverskynsel om werknemer- en organisatoriese produktiwiteit te fasiliteer. Kerke as organisasies is nie vrygestel van veranderingsdinamika in die wêreld van werk nie. Kerke se werknemers, naamlik pastore en hul welstand is op soortgelyke wyse noodsaaklik omdat hulle verantwoordelik is om ander se welstand te fasiliteer. Afrigting het as 'n waardevolle en nuttige psigologiese hulpproses ontluik wat daarop gemik is om werknemers se welstand te bevorder en om hul betrokkenheid, toewyding en produktiewe werksgedrag te fasiliteer. Mentorskap en afrigting is oorwegende intervensies wat daarop gemik is om aspekte aan te spreek wat moontlik relevant kan wees tot pastore se welstand in beide die Nederduits Gereformeerde Kerk (NGK) en die Verenigde Gereformeerde Kerk van Suid-Afrika (VGKSA), alhoewel elkeen baie duidelik onderskeibare doelstellings met betrekking tot roeping, en professionele en vaardigheidsontwikkeling het. In die lig van huidige onderbenutting van mentorskapprogramme van die NGK en die uitsluitlike klem op vaardigheidsopleiding in die VGKSA, het hierdie studie ontstaan uit die behoefte om te verstaan hoe 'n diepgaande begrip van pastore se ervaring van welstand tot 'n konstruktiewe afrigtingsmodel vir professionele pastorale versorgers kan bydra. Om 'n afrigtingsmodel te ontwikkel om pastore te versorg en hul welstand te optimeer, het my multidissiplinêre agtergrond (industriële en organisatoriese sielkunde, menslikehulpbronbestuur en teologie) my nuuskierigheid oor pastore se welstand in 'n Christelik-gebaseerde Suid-Afrikaanse kerkkonteks geprikkel. In kwalitatiewe navorsingsvrae, gebruik navorsers meervoudige kwalitatiewe metodes uit 'n pragmatiese standpunt kreatief. In hierdie tesis het ek dus aanvanklik twee kwalitatiewe navorsingsmetodes gebruik, naamlik interaktiewe kwalitatiewe ontleding (IKO) en narratiewe sintese wat bydra om data deursigtig en sistematies te versamel, te ontleed en die navorsingsverslag te dokumenteer. As 'n derde kwalitatiewe navorsingsmetode het ek 'n reflektiewe outo-etnografiese skryfstyl gebruik om betroubare afleidings oor die navorsingsbevindings te maak en om oor die implikasies daarvan op die navorsingsgemeenskap te dink. 'n Afrigtingsmodel is saamgestel en is voorgestel as 'n moontlike model om na pastore (individuele werknemers) om te sien en hul welstand te optimeer en dus ook die van 'n kerk (niewinsgewende organisasie wat op die Christelike geloof gebaseer is). Hierdie tesis dra ook metodologies tot ontluikende IKO-navorsing in 'n Suid-Afrikaanse werkskonteks by. Die tesis dra laastens tot multidissiplinêre studies by omdat dit teoretiese en empiriese perspektiewe van die drie vakgebiede, naamlik industriële en organisatoriese sielkunde, menslikehulpbronbestuur en teologie, integreer. / Mo lefatsheng le le marara, diphetogo di nna di le gona mme itekanelo ya mo tirong e sala go nna ntlha e e tlwaelegileng ya dipatlisiso go gokaganya tlhagiso ya badiri le ya setheo. Dikereke jaaka ditheo ga di a gololesega mo dintlheng tsa diphetogo mo tirong. Badiri ba kereke, e leng baruti, le itekanelo ya bona, ba botlhokwa fela jalo ka ntlha ya fa le bona ba rwele maikarabelo a go ela tlhoko itekanelo ya ba bangwe. Katiso e tlhageletse jaaka tsamaiso ya thuso e e boleng le e e mosola ya saekholoji e maikaelelo a yona e leng go tokafatsa itekanelo ya badiri le go gokaganya seabe sa bona, maitlamo le maitsholo a a mosola mo tirong. Tataiso le katiso ke ditsibogo tse di dirisiwang gantsi tse maikaelelo a tsona e leng go samagana le dintlha tse di maleba mo itekanelong ya baruti mo Kerekeng ya Dutch Reformed (DRC) le ya United Reformed Church of South Africa (URCSA), le fa tsotlhe di na le maitlhomo a a farologaneng go ya ka pitso, tlhabololo ya boporofešenale le bokgoni. Ka ntlha ya lenaneo le ga jaana le sa dirisiweng mo go lekaneng la tataiso la DRC le kgatelelo ya katiso ya bokgoni fela kwa URCSA, thutopatlisiso eno e bakilwe ke tlhokego ya go tlhaloganya ka moo go tlhaloganya go ya kwa botennye ga maitemogelo a baruti a itekanelo go ka tshwaelang ka gona go aga sekao sa katiso sa baruti ba batlhokomedi ba porofešenale. Go aga sekao sa katiso sa go tlhokomela le go oketsa itekanelo ya baruti, lemorago la me la maphatamantsi (go tswa mo Saekholojing ya Madirelo le Ditheo [IOP], Botsamaisi jwa Badiri [HRM] le Thuto ya Bodumedi (Thioloji)) le okeditse phisegelo ya me ya go itse ka maitemogelo a baruti a itekanelo go ya ka bokao jwa kereke ya Aforikaborwa e e theilweng mo tumelong ya Sekeresete. Mo dipotsisong tsa dipatlisiso tse di lebelelang mabaka, babatlisisi ba dirisa mekgwa e mentsi ya patlisiso e e lebelelang mabaka go tswa mo kemong ya dintlha. Ka jalo mo thesising eno ke dirisitse mekgwa ya ntlha e mebedi ya dipatlisiso tse di lebelelang mabaka, e leng tshekatsheko e e lebelelang mabaka ka tshusumetso (IQA) le motswako wa kanelo o o tshwaetseng mo tseleng e e seng bofitlha le e e rulaganeng go kokoanya, sekaseka le go kwala pegelo ya patlisiso. Jaaka mofuta wa boraro wa dipatlisiso tse di lebelelang mabaka, ke dirisitse setaele sa go kwala sa itshekatsheko ya othoetenokerafi go fitlhelela ditshwetso tse di ikanyegang ka ga diphitlhelelo tsa dipatlisiso le go akanya ka bokao jwa tsona mo setšhabeng sotlhe sa dipatlisiso. Go agilwe sekao sa katiso mme se tshitshinngwa jaaka sekao se se ka dirisiwang go tlhokomela le go tokafatsa itekanelo ya moruti (modiri a le mongwe) mme ka go rialo gape le ya kereke (setheo se se sa direng letseno se e theilweng mo tumelong ya Sekeresete). Thesisi eno gape e tshwaela mo ntlheng ya mekgwa mo dipatlisisong tse di tlhagelelang tsa IQA go lebeletswe Aforikaborwa. Kwa bokhutlong, thesisi eno e tshwaela mo dithutopatlisisong tsa maphatamantsi ka ntlha ya fa e kopantse megopolo ya tiori le ya maitemogelo go tswa mo maphateng a le mararo e leng, IOP, HRM le Thioloji. / Eka misava ya nsohensohe, ku cinca i nchumu lowu nga sivelekekiku na swona ku hlayiseka entirhweni swa ha ri nchumu lowu nga duma swinene eka ku endliwa ka rhiseche eka ku pfuneta mutirhi na nhlangano leswo swi tirha hi xiyenge xa vuyelo bya le henhla. Tikereke tani hi minhlangano a yi le handle eka timhaka ta ku cinca emintirhweni. Vatirhi va kereke, ku nga vafundzhisi na vuhlayiseki bya vona na swona i swa nkoka tani hi leswi va nga na vutihlamuleri eka ku tiyisa leswo van'wana va hlayisekile no va na rihanyu lerinene. Ku dzabela swi vonaka tani hi nchumu wa nkoka no pfuneta eka ku pfuneta hi swa ngqondo leswi swi nga na xikongomelo xa ku yisa emahlweni vuhlayiseki bya vatirhi no endla leswo va va eka xiyimo xa ku tirhisana, ku tiyimisela no va na mahanyelo ya ku gingirika emintirhweni na ku tirha hi vuyelo. Ku mentharixa na vuleteri i minchumu leyi endliwaka hi xikongomelo xa ku langutana na rihanyu lerinene ra vafundzhisi va tikereke ta Dutch Reformed Church (DRC) na United Reformed Church of South Africa (URCSA), hambi leswi yin'wana ya tona yi nga na swikongomelo swo hambana hi ku landza xivito, na ku hluvukisiwa ka vuprofexinali na vuswikoti. Hi ku vona leswo nongonoko wa ku mentharixa a wu tirhisiwi swinene eka DRC kasi eka va URCSA ku tshikileriwa ngopfu vuleteri bya vuswikoti, dyondzo leyi yi sukela eka xilaveko xa ku twisisa swinene hi vuenti swipiriyoni swa vafundzhisi swa vuhlayiseki bya vona ku pfuneta ku endla modlele wa vudzaberi eka vahlayisi va vafundzhisi hi swa vuprofexinali. Leswo ku endliwa modlele wa vudzaberi bya ku hlayisa no yisa ehenhla xiyimo lexinene xa vafundzhisi, tidyondzo ta mina (leti sukelaka eka Industrial Organisational Psychology (IOP), Human Resource Management [HRM] na tidyondzo ta ntivo-vukwembu ku nga Theology) swi yise ehenhla ku navela ku tiva ka mina hi swipiriyoni swa vafundzhisi hi vuhlayiseki bya vona eka vugandzeri bya vona lebyi byi nga le ka Vukresre eka tikereke ta vona eAfrika Dzonga. Eka swivutiso swa qualitative research na ntirhiso wa ndzavisiso hi vuswikoti leswi swi tirhisiwaka ku endla qualitative methods eka xiyimo lexi khomekaka. Hikokwalaha eka thesis leyi ndzi tirhise eka mafambiselo mambirhi ya qualitative research methods, ku nga interactive qualitative analysis (IQA) na narrative synthesis leyi yi nga pfuneta ku kuma maendlelo lama ya nga rivaleni ku hlengeleta nxopanxopo na ku endla dokumente ya xiviko xa rhiseche. Maendlelo ya vunharhu ya qualitative research method, lama ndzi nga ma tirhisa i ya authethnographic reflection writing style ku endla tiinferense ta ku tshembeka hi vuyelo bya rhiseche na ku ehleketa hi ti-implications ta swona eka hinkwavo lava va endlaka rhiseche. Modlele wa vudzaberi wu endliwile na swona hi wona lowu wu gangisiwaka tani hi modlele lowu kotekaku wa vuhlayisi na ku yisa ehenhla nhlayiseko wa mufundzhisi (ku nga mutirhi wun'we) kasi hi vuyelo na swona eka kereke (ku nga nhlangano wa vupfumeri bya Vukreste lowu nga tirheleku vuyelo bya mali). Thesis leyi yi tlhela yi pfuneta hi metodoloji ku humesa IQA research eka xiyimo xa Afrika Dzonga. Xo hetelela, thesis leyi yi tlhela yi pfuneta tidyondzo ta multidisciplinary tani hi laha ti nga hlanganisiwa eka thiyori na le ka empirical perspectives ku suka eka tidisiplini tinharhu leti ku nga, IOP, HRM na Theology. / Industrial and Organisational Psychology / Ph. D. (Psychology (Industrial and Organisational Psychology))