M.Com. (Development Economics) / According to section 152 (1) of the Republic of South African Constitution Act (No. 108 of 1996), the municipalities are required by law to provide basic services in a sustainable manner to their respective communities. However, the municipalities have been facing challenges in carrying out their mandate successfully. One of the major obstacles in this regard has been the increasing rate of urbanisation due to various factors. Service delivery protests by the respective communities continue to be on the rise as well due to insufficient access to the basic services provided by the municipalities. The main aim of this paper was to explore the impact of urbanisation on the delivery of basic services by the municipalities in Gauteng Province. In this study, the four basic services categories namely, access to water, electricity, sewerage and sanitation as well as solid waste management formed an integral part of the weighted service delivery index and thus the dependent variable. Urbanisation, capital expenditure and operating expenditure were the explanatory variables. The research has demonstrated that urbanisation does have an impact on the level of basic service delivery. Even though the government mobilises resources towards the delivery of basic services, these resources are insufficient to cater for the needs of the population as a whole.

Ph.D. (Energy Studies) / The purpose of this research was to assess the influences of transport infrastructure on urban development and mobility in emerging megacities. The method is demonstrated using the Gauteng City-Region as a case study. The main criteria were to assess how past urban growth patterns have been influenced by the established transport infrastructure, to assess the transport energy implications of past trends and on this basis, develop land-use/transport scenarios that optimise space, transport accessibility and energy. The procedure involved a time-series analysis of Landsat satellite-derived land-use change at three decadal intervals (1991, 2001 and 2009), spatial analysis of corridor (ribbon/linear) development using a series of urban growth maps in conjunction with transport infrastructure, estimation of the transport energy implications of current and past urban structures and the development of possible urban land-use/transport scenarios. The land-use change and urban growth trends analysis was based on a method combining land-use/cover mapping of Landsat5 Thematic Mapper (TM) and Landsat7 Enhanced Thematic Mapper Plus (ETM+) satellite imagery, supervised classification and post-classification. Effects of transport infrastructure on land-use development were assessed by analysing urban growth densities within buffer zones of major roads and railway stations, at 0.5 km intervals. To estimate the transport energy implications of current and past urban structures, satellite imagery derived urban growth data are combined with products of the Gauteng Transportation Study 2000 (GTS 2000) model developed on the EMME/2™ platform. Future land-use/transport scenarios are developed within the framework of critiqued urban growth models, success and failures stories in other city-regions, policy positions of the three spheres of Government and preceding results of this study...

Black urban schools in South Africa are frequently beset by problems such as inadequate facilities and resources; poor motivation among teachers and pupils; poor family relations and a high incidence of violence. Against this background and in view of evidence that effective parent involvement in education addresses many of these problems, this study explored parent involvement in black urban communities. A literature study investigated existing theories and models of parent involvement; the urbanisation of and educational provision for black people in South Africa in historical perspective and the limited involvement of black parents in schools. Furthermore, legislation concerning education and parent involvement since 1994 was reviewed. A qualitative investigation of parent involvement in three primary schools in a black urban community in Gauteng was conducted. Data gathering was done by participant observation; in-depth interviews with three principals and focus group interviews with three groups of teachers and four groups of parents. Data were analysed, discussed and synthesised. The major findings emerged: school-home relations are shaped by the context of a particular school and community; as a result of changing family structures, children are cared for by different caregivers who require advice on parenting; poverty and overcrowded living conditions adversely affect family life and thus, home-school relations; caregivers experience difficulty in adjusting to changed family circumstances; young people often display behavioural problems and a lack of discipline; poor motivation to learn; are sexually active and require parental and teachers' guidance. Conditions in urban schools were exacerbated by disruption in primary and secondary schools during the apartheid era. Parents require advice in preparing children for school and supporting them at school. Teachers need parental support to fulfil their multiple roles; guidance in implementing a school policy on parent involvement; improving communication between the school and home; involving parents in children's home learning and decision making in the school. While the current government policy to establish governing structures in schools is commendable, it is recommended that, because comprehensive parent involvement programmes have long-term positive effects, parent involvement should be implemented more broadly than envisaged by present policy. / Educational Studies / D. Ed. (Comparative Education)

Black urban schools in South Africa are frequently beset by problems such as inadequate facilities and resources; poor motivation among teachers and pupils; poor family relations and a high incidence of violence. Against this background and in view of evidence that effective parent involvement in education addresses many of these problems, this study explored parent involvement in black urban communities. A literature study investigated existing theories and models of parent involvement; the urbanisation of and educational provision for black people in South Africa in historical perspective and the limited involvement of black parents in schools. Furthermore, legislation concerning education and parent involvement since 1994 was reviewed. A qualitative investigation of parent involvement in three primary schools in a black urban community in Gauteng was conducted. Data gathering was done by participant observation; in-depth interviews with three principals and focus group interviews with three groups of teachers and four groups of parents. Data were analysed, discussed and synthesised. The major findings emerged: school-home relations are shaped by the context of a particular school and community; as a result of changing family structures, children are cared for by different caregivers who require advice on parenting; poverty and overcrowded living conditions adversely affect family life and thus, home-school relations; caregivers experience difficulty in adjusting to changed family circumstances; young people often display behavioural problems and a lack of discipline; poor motivation to learn; are sexually active and require parental and teachers' guidance. Conditions in urban schools were exacerbated by disruption in primary and secondary schools during the apartheid era. Parents require advice in preparing children for school and supporting them at school. Teachers need parental support to fulfil their multiple roles; guidance in implementing a school policy on parent involvement; improving communication between the school and home; involving parents in children's home learning and decision making in the school. While the current government policy to establish governing structures in schools is commendable, it is recommended that, because comprehensive parent involvement programmes have long-term positive effects, parent involvement should be implemented more broadly than envisaged by present policy. / Educational Studies / D. Ed. (Comparative Education)