The primacy objective of this study is to determine if the acceptance of electronic payments will improve the service delivery at SAPS King William's Town? The secondary objectives are: * To determine if the SAPS are complying with sections 2 (d), (g) and (k) of the ECT Act * To make recommendations that can be used by management of the SAPS with regards to the acceptance of electronic payments as an e-government principle. Will the acceptance of electronic payments improve the service delivery of the SAPS King William's Town? The research design for the purpose of this mini dissertation will be that on an exploratory study. Data will be collected by means of questionnaires. The purpose of the mentioned technique is firstly to collect information from the SAPS to determine if the electronic payment of fines and bail would improve the efficiency and effectiveness of the SAPS at King William's Town. The population sample for this research project will be the employees of the South African Police Service in the Eastern Cape, members of the community and the clerks of the court Data was analyzed using qualitative methods. / Economics / M. Tech. (Business Administration)

Whilst the concept of teacher leadership is not new in the international literature (Grant, 2006), research on the topic of teacher leadership is emerging slowly as a new area of research interest in South Africa (Grant, 2006; Grant, 2005; Singh, 2007). Teacher leadership is basically about teachers who are leaders within and outside the classroom, who identify with and contribute to a community of teacher learners and leaders, influence others to improve their teaching practice and accept responsibility for realising the goals of their organisation (Katzenmeyer & Moller, 2001 in Grant, 2006). Therefore, teachers’ roles in operating as leaders in schools are acknowledged in literature. This study is a replication of a University of KwaZulu-Natal multi-case study on the enactment of teacher leadership conducted in various educational institutions in the province of KwaZulu-Natal. In line with the original study, this study aimed at obtaining an understanding of the enactment of teacher leadership in a township high school in the King William’s Town education district, in the Eastern Cape. I further explored what factors promoted or hindered such enactment. As an Eastern Cape Master of Education student participating in a group research programme at Rhodes University, we adopted and used the same research questions, research approach, data collection methods as well as data analysis techniques as utilised in the original study. Therefore, this research study was conducted within the interpretive paradigm, following a qualitative approach. I adopted a case study methodology, with the case being the school and three teacher leaders as units of analysis. Data were gathered through a multi-method approach which consisted of a school profile, a focus group interview, semi-structured individual interviews, questionnaires, self reflective journaling and observations. Whilst the research was guided by distributed leadership theory, Grant’s (2008) Model of teacher leadership and thematic content analysis was used to analyse data. Research findings revealed that the enactment of teacher leadership was evident in Zones 1, 2 and 4 of Grant’s (2008) Model of teacher leadership in the case study school. However, a restricted form of teacher leadership was enacted in Zone 3, whereby teachers were not regularly involved in school-wide decision-making processes. When teacher leadership was enacted, it was in a form of authorised distributed leadership. The study further identified the autocratic leadership style of the principal and of the School Management Team members, as well as the non-inclusive school culture as main barriers towards the enactment of teacher leadership in the case study school. Despite these barriers, teachers’ high levels of enthusiasm were identified as an enabling factor that promoted the enactment of teacher leadership in the case study school.

Once learners reach high school, they seem to lose focus and become less interested in fulfilling their educational goals. This leads to learner dropout in schools. Yet, the government expects all children to attend school daily and receive the best education so that they can have a bright future. Education prepares the child for life, if the child drops out, he or she will struggle to succeed in life. There are real social reasons that make it difficult for some learners to succeed and lead to them dropping out of school. For example, many learners in South Africa are extremely poor and they dropout because their parents cannot provide for their families. Dropout learners from poor backgrounds also tend to be involved in crime. Young people are under a lot of pressure and consequently, they end up using drugs, smoking cigarettes and drinking alcohol instead of going to school. Teenage stress also contributes to learner dropout. The transition from childhood to adulthood brings challenges, thus making teenagers vulnerable to physical and emotional stress. Many learners do not get the support they need when they are experiencing stress. The high stress levels experienced by learners tend to result in high levels of absenteeism. Pregnancy seems to be another contributing factor to the dropout of learners from school. Thus, learner dropout is a significant problem within the South African context. Not only is learner dropout a problem, but it is linked to many other issues that negatively affect society. This study has examined factors influencing learners to dropout. It employed a qualitative research methodology, using interviews and questionnaires to elicit and investigate the causal factors of learner dropouts. The researcher made use of non-probability sampling because it can be regarded as the only sampling method that makes possible representative sampling design. Purposive sampling was used for the research, because it was convenient for the researcher in terms of time. By using purposive sampling the researcher was able to include participants according to the relevant criteria based on the emerging research questions. The principal, one educator and 18 learners in each of the two high schools were chosen as participants of the study. These participants were coming from two high schools, which are located in King William‟s Town District. Learners who participated in the iv study were chosen from grade 10, 11 and 12. There were six learners chosen per grade. The sampling method used to select learners from grade 10 to 12 and educators was purposive sampling. This type of sampling was used because the researcher wanted rich information from participants and individuals who can express themselves very well about the reasons of learners dropping out at school and also who met the sampling criterion of having had the experience of dropping out of school. The purpose of this study was to investigate factors contributing to the dropout rate of learners at selected high schools in King William‟s Town District. A purposive sampling technique was used to select the participants. The study population was confined to two public high schools in the King William‟s Town District. Using qualitative methodologies, involving a sample of 36 learners, two educators and two principals, the study found multiple motives, associated with individual characteristics of dropouts and social problems emanating from their family background and influence of the community, prompting the learners to dropout. It emerged from the empirical findings of this study that learner dropout is inter alia caused by social factors such as teenage pregnancy, drug abuse, HIV or AIDS infection, gangsterism and learning barriers. These factors are complex issues, which should be handled by skilled people. As learners spend a great deal of their time in the school environment, the educator has become an important role-player to assist learners to alleviate social problems. It is essential that learners with social problems should at an early stage get professional help. The educators who are, due to circumstances, are obliged to help these learners, are not necessarily equipped to give the required assistance. Suggestions and recommendations are espoused to alleviate the situation.

Caption "Old steam engine at Isidenge, King Williams Town. Such are still used by sawyers in the area beacause they can be fired by sawdust and cut-offs from the sawn timber. Gordon Ranger standing beside. 1959."

Caption "EW 8. Grossly overgrazed Bantu veld near Middeldrift, K.W. Town. Oct 1962. Note remnants of a few trees Schotia, etc. All […] has been removed from what must have been a well-barked kloof. The grass on the influves overeaten. "

Caption "Badly overgrazed veld in Bantu territory at Middeldrift, King Wms Town [King William's Town] . Oct 1962. Note how odd trees have been left in what must once have been a well-wooded valley."

Caption "Grossly overgrazed Bantu veld near Middledrift, K.W. Town. Oct. 1962. Note remnants of a few trees..."

Caption "TW 10. Trees surviving amongst stones, near Mt. Coke, King Wms Town. June 1961. In native territory.”

Caption "TW 10. Belt of treed vegetation surviving in an outcrop of dolerite between Buffalo River & Mount Coke, King Wms Twn. June 1961. The trees are largely Olea verrucos and Cussonia spicata which have survived by growing out from the rockiness. Otherwise surrounded by grass.”

Caption "TW 11. Desecration by the GPO. A kloof remorselessly hacked for a new telephone line 1 mile s. Kei Road, K.W.T. This is the famous Crapkloof of immortal memory. 1962.”