The study aimed to investigate Human Security and Development: A Case of Diepsloot, extension 12 in Johannesburg. There are in total 30 participants who took part in the research, they were all living in this informal settlement. A case study design was used in conjunction with a qualitative research approach. Thirty (30) participants were identified using purposive sampling. Semi-structured interviews were conducted through an interview guide on their human security and development. The interviews were also recorded. A thematic analysis was used to extract the essence from the data as it emphasises identifying, analysing and interpreting patterns of meaning within qualitative data and presenting the findings according to themes supported by quotes. The research findings demonstrate that the residents of Diepsloot, extension 12, were not provided with human security and opportunities to promote development. The South African government claims to provide service delivery to its citizens in support of the objective of the government’s National Development Plan (NDP) to eradicate poverty by 2030. Yet, the study proved that inhabitants of the Diepsloot settlement were in dire need of support and job opportunities to upgrade their living conditions. The study recommends that: Human security and development should be the government’s priority, focussing on the implementation of development policies, especially in informal settlements / Lesifundvolucwaningo sihlose kuphenya Kuvikeleka Kweluntfu Nentfutfuko: Sehlakalolucwaningo saseDiepsloot Extension 12 eJozi. Linani selilonkhe lalabangenela lolucwaningo bebangu-30; bonkhe bebahlala eDiepsloot Extension 12, lokuyindzawo lehlala bantfu lekangahleleki eJozi. Lesifundvolucwaningo lesehlakalo sisetjentiswe ngekuhlanganisa nendlela yelizingasimo. Kwakhetfwa labatawungenela lolucwaningo labangu-30 ngekusebentisa kukhetsa emasamphula ngenhloso. Kwasetjentiswa inkhombandlela yekwenta i-inthaviyu kute kubanjwe ema-inthaviyu lasakuhleleka nalabo labangenele lolucwaningo. Lama-inthaviyu bekagcile ekuvikelekeni kweluntfu nentfutfuko, futsi arekhodwa. Kwasetjentiswa luhlatiyo ngekwengcikitsi kutfola bunjalo kuleyo datha. Kwakugcilwe ekuboneni, ekuhlatiyeni nasekuhumusheni emaphethini enshokutsi kuleyo datha yelizingasimo, kanye nekwetfula loko lokutfoliwe ngekulandzela tingcikitsi letesekelwa ticashunwa. Lokutfolwe ngulolucwaningo kuveta kutsi bahlali baseDiepsloot Extension 12 bebanganikwa kuvikeleka kweluntfu kanye nematfuba langagcugcutela intfutfuko yabo. Hulumende waseNingizimu Afrika utitjela kutsi yena unika takhamuti tawo tinsita ekwesekeleni inhloso yeLisu lakhe Lavelonkhe Lentfutfuko (i-NDP) kute kucedvwe buphuya nga-2030. Nanome kunjalo, lesifundvolucwaningo siveta kutsi bahlali basendzweni lengakahleli yaseDiepsloot badzinga kakhulu kwesekelwa kanye nematfuba emisebenti kute bente ncono timo tabo tekuphila.Lesifundvolucwaningo sincoma kutsi kuvikeleka kweluntfu kanye nentfutfuko kufanele kutsi kube tintfo hulumende latibeka embili kutsi utawucala ngato atente; kanye nekutsi kugcilwe ekufezekiseni tinchubomgomo tentfutfuko, ikakhulu etindzaweni letihlala bantfu letingakahleleki / Esi sifundo sajolisa ukuphanda Ukhuseleko Nophuhliso Loluntu: Imeko yase D Diepsloot Extension 12 eRhawutini (Human Security and Development: A Case of Diepsloot Extension 12 in Johannesburg). Bangama-30 abantu abathatha inxaxheba kolu phando; bonke abehlala eDiepsloot Extension 12, indawo yokuhlala engekho sesikweni Rhawutini. Kwasetyenziswa uyilo lophando lwesifundo esingumzekelo kunye nendlela yophando ngokuphonononga izimvo (ukuzathuza). Kwachongwa ngononophelo isampulu yabathathi nxaxheba abangama-30. Kwasetyenziswa isikhokelo sodliwano ndlebe ekuqhubeni iindliwano ndlebe ezingaqingqwanga nabathathi nxaxheba. Iindliwano ndlebe zagxininisa kukhuseleko nophuhliso loluntu kwaye zashicilelwa njengengxelo. Kwasetyenziswa uhlalutyo lwemixholo ukuze kuhluzwe ingxam/undoqo womcimbi kwidatha. Kwakugxininiswe ekuchongeni, ekuhlalutyeni nasekutolikeni iipatheni zeentsingiselo kwidatha yozathuzo, nasekunikezeleni okufunyanisiweyo gokwemixholo exhaswa kokucatshuliweyo. Okufunyaniswe kuphando kwadiza ukuba abemi baseDiepsloot extension 12 abanamathuba okhuseleko anokukhuthaza uphuhliso lwabo. URhulumente woMzantsi Afrika uthi unikezela ngeenkonzo zoluntu kubemi bakhe ngeenjongo zokuxhasa iCebo Lophuhliso Likazwelonke (iNational Development Plan - NDP) ukuze uthi ufika owama-2030 kube kupheliswe tu ubuhlwempu. Noxa kunjalo, olu phando lububungqina bokuba abemi baseDiepsloot badinga ngamandla inkxaso namathuba emisebenzi ukuze baphucule iimeko zabo zentlalo. Esi sifundo siphakamisa ukuba ukhuseleko nophuhliso loluntu ibe yimiba esentloko kulungiselelo karhulumente; kwaye kufuneka kugxininiswe ekusetyenzisweni kweenkqubo zophuhliso, ngakumbi kwiindawo zokuhlala ezingekho sesikweni. / Development Studies / M.A. (Development studies)

Text in English with abstracts in English, isiZulu, and isiXhosa / South Africa’s education system is in crisis. Problems in education directly impact the country’s economy through its influence on skills development for employability. Young children trapped in an environment under serviced by educational resources and haracterised poor social cohesion cannot reach their full potential. This study, undergirded by Bronfenbrenner’s ecological model, sought to establish whether stateled early childhood development centres (ECDCs) in the Cape Flats can establish social cohesion and foster responsible citizenship and youth resilience. A qualitative study was conducted in selected ECDCs. Focus group interviews with caregivers of children from sampled centres and face-to-face interviews with the owners/managers of centres were augmented by an interview with an official from local government. The study concluded that the sampled ECDCs are merely coping, but restricted by various problems. They cannot function optimally as institutions for community development, although the community holds them in high esteem. Recommendations are made for improvements. / Uhlelo lwemfundo yaseNingizimu Afrika lunezingxaki. Izinkinga ezitholakala kwezemfundo zinomthelela othintana ngqo nezomnotho ngenxa yethonya ezinalo ekuthuthukisweni kwamakhono kuzokwenza abantu ukuba baqasheke. Izingane ezisezincane ezibiyelwe esibayeni esincishwa izimfanelo zezemfundo, ezingenakho nokubumbana okufanele komphakathi, ngeke zakufeza lokho ezinamandla okufinyelele kukho. Ucwaningo olususelwe esibonelweni sikaBronfenbrenner ngobudlelwane bomuntu nesizinda sakhe, lwaluhlose ukuthola ukuthi ngabe izikhungo eziholwa ngumbuso zokuthuthuka kwezingane ezincane (ama-ECDC) eCape Flats ziyakwazi yini ukugxilisa ukubumbana komphakathi, zikhulise kumuntu ukuba yisakhamuzi esiqotho nabasha abakwazi ukuqina bomelele. Kwenziwa ukuhlolisisa ezikhungweni zama-ECDC ezikhethiwe. Kwaba nokuxoxisana namaqembu aqokiwe abanakekeli bezingane zakulezo zikhungo ezikhethiwe, kwabuye kwaba nokuxoxa bukhoma nabanikazi/abaphathi bezikhungo, okwengezwa kukho nesikhulu esivela kuhulumeni wendawo. Lolu cwaningo lwafinyelela ekuthini izikhungo ezikhethiwe zama-ECDC zazipatanisa nje ngoba zazinqindwa yizinkinga ezahlukene, okusho ukuthi zazingakwazi ukusebenza ngokuphelele njengezikhungo zokuthuthukisa umphakathi, noma umphakathi wona wawuzibabaza kakhulu. Kukhona nezincomo ngokungase kwenziwe ukuze isimo sibe ngcono. / Isimo senkqubo yemfundo yoMzantsi Afrika simandundu. Iingxaki ezikhoyo kwezemfundo ziluchaphazela ngqo uqoqosho ngenxa yokuba zinefuthe kuphuhliso lwezakhono ezilungiselela ukuqesheka komntu. Abantwana abaselula abakwazi ukuphuhla ngokugqibeleleyo kuba bavaleleke kwimeko yemfundo eneenkonzo ezingekho mgangathweni nakwisimo esingazinzanga somphakathi. Esi sifundo sisekelwe kwinkqubo kaBronfenbrenner yolwalamano lwezinto eziphilayo nendalo, kwaye sizama ukuqonda ukuba ingaba ukusekwa kwamaziko ophuhliso lwabantwana abancinci (iiearly childhood development centres- ECDCs) eCape Flats kungadala uzinzo eluntwini, kukhuthaze ukuba ubani abe ngummi othatha uxanduva, ulutsha lungathabatheki lula kusini na. Uphando lomgangatho lwenziwe kumaziko iiECDCs ezikhethiweyo. Udliwano-ndlebe namaqela abantu abagcina abantwana kumaziko akhethiweyo kwanabaphathi baloo maziko luxhaswe ludliwano-ndlebe esiphathamandla sorhulumente wendawo. Esi sifundo sifikelele kwisigqibo esithi ezi ECDCs zikhethiweyo ziyazama kodwa zikhonkxwa ziingxaki ezahlukeneyo, nto leyo ithetha ukuthi azikwazi ukusetyenziswa ngokupheleleyo njengamaziko ophuhliso lomphakathi nangona umphakathi wona uzixabise kakhulu. Kunikwe iingcebiso zokuphucula imeko. / Development Studies / M.A. (Development Studies)

Abstract in English, Afrikaans and Xhosa / Critical thinking competencies are not only seen as crucial for success in higher education, but also for future personal and workplace success. These competencies are commonly cited as a graduate attribute or goal of higher education, and resulting research has tended to focus on exploring and measuring the development of critical thinking competencies in students within higher education. However, few researchers have explored the curriculum and practice of academic staff within higher education in relation to their influence on developing critical thinking competencies in students, or how they theorise about the development of these competencies as part of their professional practice. Within the South African context, there is a perception of a decline in the development of critical thinking competencies within the secondary school system. This has informed policy imperatives to improve access and success in South African higher education through additional support for students, as well as through research into the first-year experience. Within a constructivist paradigm, and adopting a qualitative approach, this study takes the first year of higher education as its context in order to explore the curriculum, assessment, pedagogical and andragogical practices of academic staff designed to develop critical thinking competencies in first-year students. The aim is to explore how academic staff construct their theory and practice in order to contribute to the Scholarship of Teaching and Learning in South African Higher Education. Phenomenological case study research methods, which draw on data collection through semi-structured interviews and document analysis, enabled a better understanding of the lived experience of academic staff within private higher education. Academic staff, as research participants, were able to describe deliberate actions taken in their teaching practices to facilitate the development and assessment of critical thinking competencies. The findings revealed that academic staff – while having no coherent, well-articulated construction of critical thinking competencies – feel that such competencies are essential for academic and future life success. This not only affirmed previous research reviewed, but aligned to the inclusion of explicit and implicit references to critical thinking competencies found in the curriculum and assessment documents. Recommendations for professional development responded specifically to these findings. / Kritiese denkvaardighede word nie net as wesentlik vir sukses in hoër onderwys beskou nie, maar ook vir toekomstige sukses, op persoonlike vlak en in die werkplek. Hierdie bevoegdhede word algemeen aanvaar as dié van ‘n gegradueerde of as oogmerk in hoër onderwys. Gevolglik was ondersoeke geneig om te fokus op die verkenning en meting van die ontwikkeling van kritiekedenkbevoegdhede by studente binne die hoër onderwys. Min navorsers het egter die kurrikulum en praktyk van akademiese personeel binne die hoër onderwys met betrekking tot hul invloed op die ontwikkeling van kritiekedenkbevoegdhede in studente verken nie, of hoe hulle teoretiseer oor die ontwikkeling van hierdie bevoegdhede as deel van hul professionele praktyk. Binne die Suid-Afrikaanse konteks is die persepsie dat die ontwikkeling van kritiekedenkbevoegdhede binne die sekondêreskoolstelsel afneem. Dit het bygedra tot beleidsimperatiewe om toegang en sukses in die Suid-Afrikaanse hoër onderwys te verbeter deur bykomende ondersteuning aan studente te gee, asook deur die eerstejaarervaring te ondersoek. Binne ‘n konstruktivistiese paradigma, en deur gebruik te maak van ‘n kwalitatiewe benadering, neem hierdie studie die eerste jaar van hoër onderwys as konteks ten einde die kurrikulum, assessering, pedagogiese en andragogiese praktyke van akademiese personeel wat ontwerp is om kritiekedenkbevoegdhede by eerstejaarstudente te verken. Die doel is om na te volg hoe akademiese personeel hul teorie en praktyk saamstel ten einde by te dra tot die Kundigheid in Onderrig en Leer in Suid-Afrika se Hoër Onderwys. Fenomenologiese gevallestudienavorsingsmetodes wat steun op die inwin van data deur middel van semigestruktureerde onderhoude en dokumentontleding, het gelei tot beter begrip van die geleefde ervaring van akademiese personeel binne privaat hoër onderwys. Akademiese personeel, as navorsingsgenote, kon optrede beskryf wat doelbewus in hul onderrigpraktyke geneem word om die ontwikkeling en assessering van kritiekedenkbevoegdhede te fasiliteer. Die bevindinge het getoon dat akademiese personeel – sonder koherente, goed geartikuleerde konstruksie van kritiekedenkbevoegdhede – voel dat sulke vaardighede wesentlik is vir akademiese en toekomstige sukses in die lewe. Dit het nie net vorige navorsing bevestig nie, maar gestrook met die insluiting van eksplisiete en implisiete verwysings na kritiekedenkbevoegdhede binne die kurrikulum- en assesseringsdokumente. Aanbevelings vir professionele ontwikkeling het spesifiek op hierdie bevindinge reageer. / Ubuchule bokucinga nzulu abubonwa kuphela njengecebo elibalulekileyo lokuphumelela kwimfundo ephakamileyo, bukwabonwa njengecebo lokuphumelela komntu kwizinto zakhe nakwindawo axelenga kuyo. Obu buchule bukholisa ukuchazwa njengenjongo yemfundo ephakamileyo, kwaye uphando lweziphumo luthande ukugxininisa ekuqwalaseleni nasekulinganiseleni ukuphuhliseka kwezakhono zokucinga nzulu kubafundi bemfundo ephakamileyo. Noxa kunjalo, bambalwa abaphandi bolwazi abakhe baqwalasela ukusetyenziswa kwekharityhulam ngabahlohli bemfundo ephakamileyo malunga nefuthe ekuphuhliseni izakhono zokucinga nzulu kubafundi, okanye iingcingane zophuhliso lokuphuhliseka kwezi zakhono njengenxalenye yomsebenzi wabo. Kwimeko yoMzantsi Afrika kukho imbono yokuba ziyaphelelwa izakhono zokucinga nzulu kwinkqubo yemfundo yezikolo zeesekondari. Oku kukhokelele ekusekeni iinkqubo zempumelelo kwimfundo ephakamileyo ngokunika inkxaso eyongezelelekileyo kubafundi, nangokuphanda ngamava abafundi abakunyaka wokuqala. Ngokujonga kwinkalo ethi imfundo yinkqubo yokusebenza, nangokusebenzisa indlela yophando lomgangatho, esi sifundo sithatha unyaka wokuqala wemfundo ephakamileyo njengemeko nendawo yokuqwalasela ukusetyenziswa kwekharityhulam, uhlolo, ukufundiswa kolutsha nasebekhulile ngabahlohli ekuphuhliseni izakhono zokucinga nzulu kubafundi bonyaka wokuqala. Injongo kukuqwalasela ukuba abahlohli bayiqulunqa njani ingcingane nokusebenza ukuze kuncediswe kubungcali bokufundisa nokufunda kwimfundo ephakamileyo yoMzantsi Afrika. Iindlela zophando zeemeko ezithile, ezifumana iinkcukacha zolwazi ngokuqhuba udliwano ndlebe oluphantse lwangqongqo, nangokuphengulula imibhalo, kwanceda ukuba kuqondakale ngcono amava abahlohli bemfundo ephakamileyo yabucala. Abahlohli abangabathathi nxaxheba kuphando baye bakwazi ukuchaza izenzo ezingqalileyo ezenzelwe ukuphuhlisa nokuhlola izakhono zokucinga nzulu. Okufunyanisiweyo kwadulisa ukuba abahlohli – lo gama bengenasakhelo sibambekayo nesinokuchazwa gca sezakhono zokucinga nzulu – bayaqonda ukuba ezi zakhono zingundoqo kwimpumelelo kwezemfundo nakubomi obuzayo. Oku akwanelanga nje ukungqina okuvezwe luphando lwangaphambili, koko kongeze kosele kuthethwa ngqo okanye mayana, kwimibhalo yekharityhulam nohlolo, malunga nezakhono zokucinga nzulu. Iingcebiso zophuhliso zisabele ngqo koko kufunyanisiweyo. / Curriculum and Instructional Studies / D. Phil.(Education in the subject Curriculum Studies)

Morero oa thuto e ne e le ho hlahloba hore na hobaneng matichere a maemo a phahameng a hokahanya kapa a sa kopanye thuto ea tikoloho ho ruteng le ho ithuteng. Sepheo sa thuto ena e ne e le tsebo ea mosuoe mabapi le thuto ea tikoloho, maano a ho a sebelisa, liphephetso le menyetla e fumanoeng ha ba tlameha ho kopanya thuto ea tikoloho. Boithuto bo amohetse mokhoa oa ho etsa lipatlisiso oa boleng, thuto ea linyeoe le paradigm ea lipatlisiso. Lintlha tsa boleng li ile tsa bokelloa ho sebelisoa lipuisano le boithuto ba lithuto. Matichere a mararo a nkile karolo thutong ena. Pseudonyms e ne e sebelisoa ho sireletsa boitsebiso ba bona. Mokhoa oa typology o sebelisitsoe ho sekaseka metheo ea data lipotsong tsa lipatlisiso, lihlooho, sebopeho sa mohopolo, tlhahlobo ea lingoliloeng le boiphihlelo ba motho oa mofuputsi. Lintlha tsohle tse bokelletsoeng, li ile tsa hlahlojoa le ho hlalosoa e le nyeoe e le ‘ngoe. Phuputso e senotse hore thuto ea tikoloho ha e kopantsoe ka katleho, matichere a hokahanyang le tse sa kopaneng li bile le mathata le hore matichere ha a na tsebo e lekaneng mabapi le ho kopanngoa ha thuto ea tikoloho. Ka hona, ho khothalletsoa hore sekolo mmoho le matichere ba hlahise mananeo a thuto a tikoloho ka bophara le ho fan aka maikutlo a mekhoa e ka sebelisoang ho ntlafatsa maano a bona a ho ruta ho kopanya thuto ea tikoholo ka nepo. / Injongo yesifundo yayikukuphonononga ukuba kutheni kwaye kutheni ootitshala benqanaba eliphakamileyo bedibanisa okanye bengadibanisi imfundo yendalo ekufundiseni nasekufundeni. Ugxininiso kolu phando lwalukwimfundo katitshala malunga nemfundo yendalo esingqongileyo, iindlela zokufundisa ezisetyenzisiweyo, imiceli mngeni kunye namathuba afunyanwa xa kufuneka edibanise imfundo yendalo. Uphononongo lwamkele indlela yophando esemgangathweni, uyilo lwamatyala kunye nepharadigm yophando. Idatha yolwazi yaqokelelwa kusetyenziswa udliwanondlebe kunye nokujonga izifundo. Ngootitshala abathathu abathathe inxaxheba kolu phando. I-pseudonyms yasetyenziswa ukukhusela ubuqu babo. Indlela yokuchwetheza isetyenziselwe ukuhlalutya iziseko zedata kwimibuzo yophando, imixholo, isikhokelo sekhonkco, uphononongo loncwadi kunye namava obuqu omphandi. Yonke idatha eqokelelweyo, yahlalutywa kwaye itolikwa njengecala elinye. Olu phando luveze ukuba imfundo yendalo esingqongileyo ayihlangananga kakuhle, ootitshala abadibanisa kunye nabangazidibanisi nemiceli mngeni kwaye ootitshala abanalwazi lwaneleyo malunga nokudityaniswa kwemfundo yendalo esingqongileyo. K ngoko kucetyiswa ukuba isikolo kunye nabafundisi-ntsapo bazise iinkqubo zokufunda zokusingqongileyo kwaye bacebise ngeendlela ezinokuthi zisetyenziselwe ukuphucula izisetyenziselwe ukuphucula izicwangiso zabo zokufundisa ukulungiselela ukudityaniswa kwemfundo yendalo esingqongileyo ngempumelelo. / The aim of the study was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning. The focus of this study was on teacher’s knowledge about environmental education, instructional strategies used and challenges and opportunities experienced when they have to integrate environmental education. The study adopted a qualitative research method, case study design and an interpretative research paradigm. Qualitative data was collected using interviews and lesson observations. Three teachers participated in this study. Pseudonyms were used to protect their identities. A typology approach was utilised to analyse data based on the research questions, themes, conceptual framework, literature review and the personal experience of the researcher. All data collected was analysed and interpreted as a single case using. The study revealed that environmental education is not integrated effectively, teachers who integrate and those that do not integrate encountered challenges and that teachers have inadequate knowledge about the integration of environmental education. Therefore, it is recommended that the school together with teachers introduce continuous environmental education programmes and suggests approaches that can be used to improve their instructional strategies to enable the intergration of environmental education effectively. / Science and Technology Education / M. Ed. (Environmental Education)