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Ndou, Siphiwe Davidson. "The effect of capacity building training programmes on municipal practitioners in selected municipalities within the Capricorn District Municipality, Limpopo Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1814.
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Thesis (MPA. (Public Administration)) -- University of Limpopo, 2015Local governments are obliged by the Constitution of South Africa to deliver services and development to local communities in their demarcated areas. This constitutional mandate comes at a time where South African government entered into a new regime of government indebted to fix the ill of the Apartheid systems. The government of the post-1994 had to eradicate the inequality offspring of segregation policies of the past that resulted in most of the black communities without access to decent local government services and systems. The provision of services by local government became constrained by skills gaps and distribution across a wider community that had to be included in cascading services. The question of capacity in local government formed a critical part of the transformation of government in South Africa. Never the less local government has been swept by service delivery protest since the 2004 with a sharp increase from 2008 till current. Further pressures that indicate capacity challenges are with the inability of municipalities to deal healthy with financial resource. This challenged is confirmed by the steady poor reports by the auditor general year-in-year-out. These challenges exist where there is a concentrated financing reservations and advocacy of capacity building training programmes, which in turn shows to be failing to address capacity challenges in local government. The study investigated the effects of capacity building training programmes on municipal practitioners in selected municipalities within the Capricorn District Municipality, Limpopo province. The focus of the study is to establish the implication of capacity building training programmes on the capacity of officials to discharge their official duties in the municipalities. The study also dealt with the need for a methodological model that could be used to develop capacity building training programmes. Competency-Based Training was studied in pursuit for recommendation as a model for capacity building in local government. The study was grounded within the boundaries of the systems thinking with bias to the complex systems thinking. To fulfil the purpose of the study data was collected through qualitative and quantitative methods. Analyses were made using the Statistical Package for Social Science. The findings of the study revealed that though there are positive effects of capacity building training programmes in local government there is much to be done especial the alignment of capacity with the strategic positioning of the participating municipalities.
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Musaya, Lilly. "Beekeeping and Capacity Building for Sustainable Development: A Critical Assessment of a Beekeeping Training Programme in Cape Town’s Manenberg Township." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30187.
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Beekeeping is an important industry in South Africa yet it is in decline. The South African government and development agencies see the increasing production deficits in the industry as a business opportunity for income generation for social-economically disadvantaged groups. However, most of these developmental initiatives, which have taken the form of beekeeping training programmes have not succeeded in creating a profitable and sustainable source of income. My study interrogated one such project in order to determine how beekeeping training programmes could be revised to increase the likelihood of trainees becoming viable beekeepers. I have drawn on the International Labour Organisation’s knowledge and skills development framework (called Training for Rural Economic Empowerment) to assess the methodological processes used in the development and implementation of the beekeeping programme. I collected data using a combination of qualitative interviews, documentary sources and participant observation, and then used Miles and Huberman’s thematic coding approach to analyse the qualitative data. My main finding is that there were methodological gaps in the pre-training, training and post-training phases of the beekeeping programme, either because of the exclusion of participants’/targeted groups’ inputs in the processes, or because participatory decision-making processes with participants were misapplied. As a result, the beekeeping training programme did not match the participants’ needs, economic opportunities in their area, and their social situations, and these circumstances contributed, in large part, to the graduates not taking up beekeeping.
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Hofman, Karen, Yulia Blomstedt, Sheila Addei, Rose Kalage, Mandy Maredza, Osman Sankoh, Martin Bangha, et al. "Addressing research capacity for health equity and the social determinants of health in three African countries : the INTREC programme." Umeå universitet, Institutionen för folkhälsa och klinisk medicin, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-71640.
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Background: The importance of tackling economic, social and health-related inequities is increasingly accepted as a core concern for the post-Millennium Development Goal framework. However, there is a global dearth of high-quality, policy-relevant and actionable data on inequities within populations, which means that development solutions seldom focus on the people who need them most. INTREC (INDEPTH Training and Research Centres of Excellence) was established with this concern in mind. It aims to provide training for researchers from the INDEPTH network on associations between health inequities, the social determinants of health (SDH), and health outcomes, and on presenting their findings in a usable form to policy makers. Objective: As part of a baseline situation analysis for INTREC, this paper assesses the current status of SDH training in three of the African INTREC countries - Ghana, Tanzania, and South Africa - as well as the gaps, barriers, and opportunities for training. Methods: SDH-related courses from the three countries were identified through personal knowledge of the researchers, supplemented by snowballing and online searches. Interviews were also conducted with, among others, academics engaged in SDH and public health training in order to provide context and complementary material. Information regarding access to the Internet, as a possible INTREC teaching medium, was gathered in each country through online searches. Results: SDH-relevant training is available, but 1) the number of places available for students is limited; 2) the training tends to be public-health-oriented rather than inclusive of the broader, multi-sectoral issues associated with SDH; and 3) insufficient funding places limitations on both students and on the training institutions themselves, thereby affecting participation and quality. We also identified rapidly expanding Internet connectivity in all three countries, which opens up opportunities for e-learning on SDH, though the current quality of the Internet services remains mixed. Conclusions: SDH training is currently in short supply, and there is a clear role for INTREC to contribute to the training of a critical mass of African researchers on the topic. This work will be accomplished most effectively by building on pre-existing networks, institutions, and methods.
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Juhari, Mohamed Shamsuri. "Perceptions of Singaporean Malay-Muslim youths participating in community outreach programmes : capacity building for critical thinking?" Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3004/.
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This thesis documents the researcher’s exploratory investigation into the effectiveness of community learning programmes, run primarily by local social welfare organizations, in building up the critical thinking capacities of Malay-Muslim youths in Singapore. The premise is that a lack of critical thinking competencies among members of the Malay-Muslim community at large has contributed to the many problems that they are currently facing such as negative stereotyping, the lag in educational attainment and the inability to match the socio-economic progress achieved by the other ethnic groups in the country. Essentially, this research points to such issues as resulting from the prevalence of negative mental models within the Malay worldview. Underpinned by an eclectic research framework based on the theories of Freire, Giddens and Bourdieu, the study begins by seeking Malay-Muslim youths’ perceptions of issues facing their community. However, what is more crucial is that it asks these youths to relate their personal experiences in participating in the activities conducted by these organisations and how they subsequently were, or were not, ‘conscientised’. The research sees such effects as an indication of capacity building for critical thinking. Based on the participants’ responses, this study has identified five experiential categories which, when encountered by the youths, played a role in conscientising and subsequently building up their capacities for thinking critically of themselves and their community. The findings of the research will now be shared with all relevant parties interested in such issues. Several recommendations have also been subsequently formulated.
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Anderson, Helen M. "Connecting theory, training and practice| Building teachers' capacity within an elementary literacy intervention." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158552.
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Research suggests that instructional interventions can impact student learning most effectively when teachers receive support for implementation (Danielson, Doolittle, & Bradley, 2007; Songer, et al., 2002). This is particularly true for interventions targeting struggling students within Response to Intervention structures (Akerson, Cullen, & Hanson, 2009; Harris, Graham, & Adkins, 2015; Martin-Kniep, 2008;). Professional learning communities (PLCs) provide one structure to provide teachers with the needed instructional support to implement instructional interventions (Akerson et al., 2009; Danielson et al., 2007; Martin-Kneip, 2008; Pease-Alvarez & Samway, 2008). Implementation literature largely examines two aspects of these PLCs in relation to teacher’s practice: 1) teachers’ fidelity in implementing the curricular intervention, and 2) how intervention training within the PLC impacts on students’ academic performance. Absent from the current research is an examination of the ways in which teachers develop their capacity within PLCs, particularly when that PLC directly supports teachers’ implementation of a curricular intervention. Drawing on data from a large-scale evaluation study of an early literacy intervention, this dissertation explores how teachers describe the ways in which their capacity is built within a PLC. Using a critical feminist framework, this study examines interview transcripts, program artifacts, and analytic memos to surface the themes and discourses used by teachers to forward a theory of how PLCs can influence teachers’ practice.
This study found five key features of this intervention’s PLCs that teachers described as developing their capacity: 1) theoretical texts directly connected to teachers’ practice; 2) a resource-orientation to students; 2) a developed sense of personal responsibility for students’ progress; 4) informal collaboration with colleagues outside the PLC space; and 5) peer observation with direct, non-evaluative feedback conversations. These features, when situated within existing literature, provide the groundwork for greater research around PLCs and how they can serve as a support of teachers’ capacity-building and implementation of instructional interventions.
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Doberstein, Brent A. "Building capacity for environmental planning in Viet Nam : the role of development aid environmental impact assessment programmes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61081.pdf.
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Blignaut, Alice May. "An impact and cost-benefit analysis of some SAPS personnel capacity-building programmes / by Alice May Blignaut." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1816.
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Machika, Dimakatjo Mokgaetji. "Capacity building programmes for the skills development of employees at the Gauteng Department of Education / D.M. Machika." Thesis, North West University, 2014. http://hdl.handle.net/10394/13189.
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Since the inception of the National Skills Development Framework for Employees in Public Education in 2006, every organisation has its own WSP to offer skills development training to employees. This study aims to analyse the implementation challenges of the capacity building programme/s at head office of the Gauteng Department of Education. These programmes, including internships, workplace skills plan and short courses were explored from the circumstantial status at the national level (general) and will focus on the Gauteng Department of Education (specific context). In this context, the study sets out to explore the following specific problem exploring that there are challenges in the effective implementation of capacity-building programmes for job-related skills development of employees at Gauteng Department of Education at managerial levels. In the search for answers to the research problem, a hypothesis was formulated, and various primary and secondary sources were utilised. The findings from the literature review and empirical research undertaken in this study indicate that there are significant challenges to overcome in the effective implementation of capacity-building programmes. The study offers relevant recommendations to improve the challenges.MA (Public Management and Administration), North-West University, Vaal Triangle Campus, 2014
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Kayitankore, Bernard Narcisse. "Foreign training of academic staff and capacity building in higher education institutions in Rwanda." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8864_1182227521.
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During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector. This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions
amongst others is the training of human resource which is the most important of all.
In order to investigate the above, both qualitative and quantitative methods were used. Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives. With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly. However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.
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Cranston, Kayla A. Cranston. "Building & Measuring Psychological Capacity for Biodiversity Conservation." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1472034188.
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Neumann, Natalie. "Capacity Building in Urban Mongolia: Evaluating Optimal Strategies to Improve Pediatric Medical Training From Abroad." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17295882.
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This paper, a needs assessment, represents the first-order objective of larger project to enhance post-graduate education and patient outcomes at the National Center for Maternal and Child Health in Ulaanbaatar, Mongolia (NCMCH).
Its analysis reviews Mongolia’s political, economic, and historical context, and outlines the state of healthcare nationally and at NCMCH in particular. Subsequently the paper evaluates the relevance, impact, feasibility, and utility of international health electives and programs of telemedicine both at large and in the Mongolian context.
Ultimately, semi-structured interviews, observational study, and a comprehensive, comparative literature review will demonstrate that a bilateral exchange program, ideally at the fellowship level, is the best way of improving identified hospital and health-system weaknesses.
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Ahmed, Hashim. "Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-73914.
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The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers?
Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work.
In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses.
The results of the study showed that essential innovations and reforms on the initial and in-service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso-level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers.
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Kamara, Richard Douglas. "Capacity building for local economic development: an evaluation of training initiatives in the Cape Winelands district." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/7969.
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The paradigmatic shifts in development approaches epitomised by contemporary discourses about development confer a prominent role on localised and territorial development. A growing scepticism on the efficacy of traditional development approaches provides the impetus for a strong understanding of the need to reconceptualise development theory and practices and to manipulate policies so as to remedy the imbalances of antecedent development approaches. This dissertation investigates the extent to which the existing training interventions can build skill capacity for Local Economic Development (LED) projects in the Cape Winelands municipalities. This will improve our understanding about how, and under what conditions, capacity building for LED can contribute to more inclusive economic and social change. In discussing the theoretical perspective of the study, the relationship between development, LED and capacity building is conceptualised through the lens of contemporary development theory of human development and capability approach. This will improve our understanding on how the capability approach aspires to re-orient approaches to socio-economic development and public policy, away from welfare, which is based on income and expenditure to well-being. The dissertation applies these ideas triangulating diverse research methods and data sources. It combines a literature review and documentary analysis, observation, surveys conducted with municipal authorities in Cape Winelands District Municipality. In addition, semi-structured interviews were held with LED Portfolio Councillors in the municipality as well as with key Officers from Local Government Sector for Education and Training Authority, Department of Economic Development and Tourism in Western Cape, South African Local Government Association and Department of Co-operative Governance and Traditional Affairs. The methodological findings reveals the following pitfalls: Flaws in LED enabling policy framework for capacitating municipal staff; poor policy implementations; training fund difficult to access; lack of competent staff in local municipalities to effectively and efficiently implement LED policies and strategies; and lack of supportive environment in workplace to enhance transfer of trained skill to the job. Various recommendations resulting from the outcomes of the empirical study, namely the responses made by the respondents during the empirical survey, are proposed in the final chapter. It is shown that this research has, as a result, contributed to the body of knowledge of development theory and practices by improving our understanding of how, and under which conditions, capacity building training can support processes of social change in localised and territorial development.
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Williams, Heiletje Marili. "An evaluation of the "Managing stress effectively" personnel capacity building programme of the South African Police Service / by Heiletje Marili Williams." Thesis, North-West University, 2003. http://hdl.handle.net/10394/199.
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Background: As a result of the restructuring of the South African Police Service (SAPS) in 1996
and various other factors, Police Social Work Services decided to broaden the scope of its services
by developing and introducing proactive, personnel capacity building programmes. By 1999,15 such
programmes were developed. The need subsequently arose for a comprehensive impact assessment
of these programmes and the Evaluation of Personnel Capacity Building Programmes (EKBP)
study was launched in 2001. The evaluation of the Managing Stress Effectively programme formed
part of this research.
Objectives: The primary aim of the study was to determine the effect of the Managing Stress
Effectively Programme on SAPS personnel's knowledge, attitude and behaviour.
Method: In the research, the comparison group pretest and posttest design and triangulation were
used. Six measurement scales and a presenter's evaluation questionnaire were developed and
completed by 327 experimental group respondents, 57 comparison group members and 32
presenters.
Results: Through the triangulation of measurements it was determined that the Managing Stress
Effectively programme had a practical significant effect on the respondent's knowledge, attitude and
behaviour. It was thus an effective tool in the hands of Police Social Work Service that not only
empowered SAPS personnel to lead more productive professional lives, but one that also enhanced
their personal well-being.Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2004.
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Montsi, Motshegwa Johannah. "An evaluation of the "HIV and AIDS awareness" capacity building programme of the South African Police Service / Motshegwa Johannah Montsi." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1554.
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Ketel, Belinda. "Management capacity-building in the South African Police Service at station level /." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1079.
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Fiori, Christy. "Supportive Systems for Building Capacity of the Elementary Instructional Coach." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062803/.
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The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.
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Du, Plooy Marina. "'n Evaluasie van die substansafhanklikheids-program van die Suid-Afrikaanse Polisiediens / deur Marina du Plooy." Thesis, North-West University, 2004. http://hdl.handle.net/10394/663.
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Background:
As result of the restructuring of the South African Police Services during 1994 as well as other
factors, Police Social Work Services decided to shift the focus from reactive services to more
proactive, personnel capacity building programmes. At the end of 1999 , 15 of these programmes
were already developed. Although basic evaluation instruments were included in some of the
programme packages, the need arose to determine either the effect of the programmes on the
participants or the cost-efficiency of the interventions scientifically. This led to the launch of the
PCBP project and the Evaluation of the Substance Dependency study in November 2001. This
form part of the evaluation of the comprehensive personnel capacity building research project.
Objectives:
The primary aim of the study was to determine the effect of the Substance Dependency
Programme on SAPS personnel's knowledge, attitude and behaviour.
Method:
In the research, the comparison group pre-test and post-test design and triangulation were used. Six
measurement scales and a presenter's evaluation questionnaire were developed and completed by
217 experimental group respondents, 47 comparison group respondents and 10 presenters.
Results:
Through the triangulation of measurement it was determined that the Substance Dependence
Programme had a practical significant effect on the respondent's knowledge, attitude and behaviour.
It is thus an effective tool in the hand of Police Social Work Services, that empower police
members and lead to productivity and enhanced their personal well-being.Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2005.
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Jansen, van Vuuren Anna Johanna Elizabeth. "An evaluation of the "Healthy lifestyle" and "Coping with change" personnel capacity building programmes of the S.A. Police Service / by Anna J.E. Jansen van Vuuren." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1227.
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Background: Due to various factors, such as the restructuring of the South African Police Service (SAPS) in 1996, Police Social Work Services decided to broaden the scope of its services by developing and introducing proactive personnel capacity building programmes (PCBP's). Fifteen PCB programmes had been developed by 1999, which gave rise to the need for a comprehensive impact assessment of these programmes. This resulted in the Evaluation of Personnel Capacity Building Programmes (EPCBP) research project that was launched in 2001.
The evaluation of the Healthy Lifestyle and Coping with Change programmes formed part of this comprehensive study.
Objectives: The primary aim of the study was to determine the effect of the Healthy Lifestyle (HLS) and Coping with Change (CWC) programmes on the knowledge, attitude and behaviour of SAPS personnel.
Method: The comparison group pre-test and post-test design and triangulation were used during this research. Six measuring scales and a presenter's evaluation questionnaire were developed and completed by 196 (HLS) and 184 (CWC) experimental group respondents, 38 (HLS) and 41 (CWC) comparison group members and 10 (HLS) and 7 (CWC) presenters.
Results: With the help of various measuring instruments and the triangulation of
measurements, it was determined that the Healthy Lifestyle and Coping with Change
programmes had a practical significant effect on the knowledge, attitude and behaviour of the respondents. It was concluded that these programmes were effective tools in the hands of Police Social Work Service (PSWS) because they not only empowered SAPS personnel to lead more productive professional lives, but also enhanced their personal well-being.Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2006.
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Naudé, Annemarié. "An evaluation of the HIV/AIDS workplace programme of the South African Police Service (SAPS) / by Annemarié Naudé." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2100.
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Ngcoza, Kenneth Mlungisi. "Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008258.
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This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused on establishing a sustainable science teachers' trans formative and continuous professional development (TTCPD) network with the view to improving their practice. It is premised on the assumption that teachers are capable of taking responsibility for their own professional development. It is a case study carried over a period offour years with a group of eight teachers. Rooted in the socially critical-emancipatory orientation in conjunction with the participatory action research approach, and located in the qualitative and interpretive research paradigms, it focuses on doing research in democratic and egalitarian ways through working with teachers rather than on them. Such a stance supposes a collaborative partnership and a dialogic relationship viewed as being both reciprocal and mutually enriching for the teachers who were seen as co-learners and co-researchers in this study. Two main goals of the study may be identified. For the first goal, the actors in this study established a sustainable and participative approach to professional development. This was explored through the formation of a TTCPD network which was informed by the actor-network theory framework. Our focus was on co-construction of scientific knowledge utilising the development and adaptation of learning and teaching support materials (LTSMs) as a catalyst to drive the process. The second goal was to examine how the TTCPD network enhanced the teachers' subject-content knowledge, pedagogical-content knowledge as well as individual and collaborative reflections. The research process evolved into three mam phases: The initial phase involved adapting and modifying LTSMs which were initially used in conjunction with microscale science kits and pilot tested with a group of Grade 10 students. This led to the second phase of the research project, which was aimed at gaining insights into the science teachers' capabilities in developing teaching and learning units of work. ii \ The second phase focused on the development of a collaborative orientation to the development of LTSMs and culminated in the formation of sub-networks responsible for certain tasks within the broader network. AB common ground, we focused on developing teaching and learning units of work on the following science topics: electrostatics, electricity, and electrochemistry, to illuminate and foster integration within science. The third phase was concerned with gaining insights into the science teachers' practice in their classrooms. This phase focused on putting theory into practice through the collaborative implementation of teaching and learning units of work. Feedback on the lessons was discussed during our workshops as an attempt to further enhance collaborative reflections. Data was generated usmg workshop discussions with reflective notes; active interviews; focus group discussions; co-teaching, participant observation and videotaped lessons with reflective notes; and a research journal. A variety of data generation techniques were employed to enhance validity and quality of the research. Techniques for validation and trustworthiness of data included triangulation; member checks orface validity; prolonged engagement; catalytic validity and peer validation. The study exposed the underlying historical, ideological and epistemological contradictions of the teachers' past educational backgrounds. It emerged that the ways in which they were taught were at times an inhibitor to innovativeness, perpetuating transmissive approaches to teaching and learning. Lack of professional development and support, and the tensions between policy formulation and implementation exacerbated this. Reflections from the teachers' experiences further revealed that, for teachers to be effective agents of change in the reform process, empowerment opportunities are vital. AB a result, exposure to the TTCPD network was useful in capacitating the teachers with the development of LTSMs, which led to the enhancement of their pedagogical, and science content knowledge conceptual development as well as collaborative reflections.The main findings of this study is that, science teachers' transformative and continuous professional development based on participative approaches and mutual collegial support are indispensable, and that teachers' socio-cultural contexts and experiences should be taken into consideration during this process. Teachers should be regarded as central in the process, and mutual respect and dialogical relationships are pivotal. A further recommendation of this study is that capacity-building is critical for quality teaching and learning, and there is a need to move beyond the rhetoric of complacency to pro-activism, supporting ongoing development of teachers in professional transformative networks.KMBT_363
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Xaba, Sharon Thembi. "Analysis of the impact of training and capacity building by CASP on raising the income levels of emerging farmers in Limpopo Province." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97429.
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Thesis (MDF)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The South African government continues to provide post-settlement support to emerging farmers, with the objective of improving productivity through targeted funding or conditional grants. The Comprehensive Agricultural Support Programme (CASP), which came into effect in 2004, provides funding targeted at supporting emerging farmers. CASP has six pillars, of which this study focused on one, which is capacity building and training. The study investigated the assessment of the impact of training on the projects’ beneficiaries who had benefited from the CASP pillar of training and capacity building in the Limpopo Province. The methodology applied was the difference-in-difference technique. Projects that benefited from funding were regarded as the treatment group and those that did not benefit from the programme were regarded as the control group. The justification for the research was that while the government had financed CASP through fiscal allocation since 2004, because CASP is a conditional grant, there was a need to review the programme, focusing on establishing whether the budget allocation had achieved its intended objectives during this time. The objectives of the study were to measure whether there had been an improvement in the beneficiaries’ income levels. It focused on the status of the projects prior to the beneficiaries receiving training and benefiting from capacity building, and what the status was after receiving training through the programme, with the key determinant being an increase in income levels. Not all funded projects had benefited from the particular pillar investigated here. The selection of the beneficiaries to be trained was based on a skills audit which treated the groups as homogeneous, which was found to be inappropriate because of the differences in the prior skills, education levels and the specific interests of individuals. The findings were that there was variation in the increase of income levels. There was a positive relationship between training and reported increase in income levels in some projects, and a negative relationship between training and income levels for other projects. It was interesting that income levels increased for projects that had benefited from the CASP pillar of training and capacity building when the projects were analysed as a group, but when projects were analysed individually, it was revealed that there was a marginal decrease in income levels. There should be a shift in policy. The focus on training and capacity building should be a priority and should occur prior to the projects receiving infrastructure support. The 10% of the total CASP budget allocated for training and capacity building needs to be reviewed, taking into account that low skills levels continue to be the main reason why projects are not sustainable. There is also a need to review the impact of training. The type of training offered should not be generic for all projects, it should be differentiated to suit the both the people and the commodities concerned and should be more biased towards entrepreneurship, as this would enable emerging farmers to grow their business units and realise increased income levels.
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Huisamen, Petronella. "'n Evaluasie van die tydsbestuur, doelwitbeplanning en probleemoplossing kapasiteitsbouprogramme van die Suid-Afrikaanse Polisiediens / deur Petronella Huisamen." Thesis, North-West University, 2003. http://hdl.handle.net/10394/408.
Full textAbstract:
Background Due to the restructuring of the South African Police Service (SAPS) in 1996, as well as
other factors, Police Social Work Services decided to broaden the scope of its services to also include
pro-active, capacity building interventions. The result was the development of 15 personnel capacity
building programmes by 1999. The need arose for a comprehensive impact assessment of these
programmes and the Evaluation of Personnel Capacity Building Programmes (EPCBP) study was
subsequently launched in 2001. The evaluation of the Problem Solving, Planning of Goals and Time
Management Programmes formed part of this research.
Objectives: The primary aim of the study was to determine the effect of the Problem solving , Planning
of Goals and Time Management Programmes on SAPS personnel's knowledge, attitude and behaviour.
Method: In the research, the comparison group pre-test and post-test design and triangulation were used.
Fourteen measurement scales and a presenter's evaluation questionnaire were developed and utilized. It
involved 666 experimental group respondents, 132 comparison group members and 46 presenters.
Results: All three of the programmes had a significant effect on the respondents' knowledge, attitude
and behaviour and changed their personal and professional life in a very positive manner. The research
proved without doubt that the programmes are effective capacity-building tools in the hands of Police
Social Work Services. However there are still certain steps to be taken to further improve the
programmes.Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2004.
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Ahmed, Hashim [Verfasser], Hanno [Akademischer Betreuer] Hortsch, and Sidiga [Akademischer Betreuer] Washi. "Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan : Case of Khartoum State / Hashim Ahmed. Gutachter: Hanno Hortsch ; Sidiga Washi. Betreuer: Hanno Hortsch." Dresden : Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://d-nb.info/1067729070/34.
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Khumalo, Cynthia Tuduetso. "An evaluation and a cost-benefit analysis of the HIV/AIDS peer education programme of the South African Police Service / by Cynthia Tuduetso Khumalo." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1823.
Full textAbstract:
HIV and AIDS is the most prevalent and destructive pandemic to occur in South Africa's recorded history. Due to the increase of infection and deaths rates within the South African Police Services, the Peer Education programme was developed as a prevention strategy to deal with the scourge of HIV and AIDS. The programme came into being as a result of the strategic alliance between the South African Police Services and the South African Civil Military Alliance on HIV and AIDS, which led to the South African Defence Force HIV and AIDS programme being aligned to meet SAPS challenges. An external consultant was appointed to oversee the alignment which resulted in the Peer Education programme being identified as a strategy to fight the scourge of HIV and AIDS in the South African Police Services. This programme is an integral part of the Police Social Work Services personnel capacity building programmes.
A comprehensive study into the programme's effect and return on investment (ROI) was undertaken in 2001. This thesis will report on the effect of the HIV and AIDS Peer education programme as well as its return on investment coefficient.
Objectives
The primary aim of the study was to determine the effect of the HIV and AIDS Peer Education programme on the knowledge, attitude and behaviour of SAPS employees, as well as the programme's return on investment coefficient.
Method
The study used an experimental research design and triangulation. It involved an average of 294 SAPS employees (228 for the experimental groups and 66 for the comparison groups) with 32 social workers presenting the programme. The programme was also subjected to a structured and comprehensive return on investment analysis.
Results
Through the triangulation of measurements it was ascertained that the HIV and AIDS Peer education programme had a practical significant effect on the employees' knowledge, attitude and behaviour and improved their personal and professional well-being. The Return on
Investment analysis conducted indicated that the programme was of financial benefit to the South African Police Services in comparison with the input by the organisation and the output realised as a result of the activities of the Peer Educators.Thesis (Ph.D. (Social work))--North-West University, Potchefstroom Campus, 2008.
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Ala-Mutka, Jonatan. "Powering Africa by Empowering its People : An Action Research study at a Zambian microgrid company building local capacity to reach large scale viability." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-261596.
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Despite recent advances in the global electrification rates, increasing from 76% in 1990 to 85% in 2012, the United Nations goal of universal access to electricity by 2030 is still far from achieved, with an estimated 1.1 billion people still without access to electricity. Over half of these live in Sub-Saharan Africa, with a majority in rural areas and extreme poverty. Major challenges are inert with the current electrification path of centralized grid extension, leaving these people without power in decades to come. Microgrids, a decentralized power system consisting of solar power generation, energy storage and distribution technology, has been hailed as the only option to provide life improving and productivity inducing power for rural communities in Africa. However, despite recent hype and development in the sector, the diffusion of microgrids is still incremental due to a lack of viable large-scale operation, required for profitability. This is explained by targeting customers in remote rural areas with low ability to pay, and the task of delivering expensive technology and complex operations needed to manage and operate the grids. No industry blueprint or research on how to operate microgrids at scale or profitably exists. This thesis explores one blueprint, with the promise to increase profitability and allow for a more sustainable scaling. Local Capacity building is a decentralized approach by developing capacity directly in the local communities, through recruiting, skills development and training of people to be employed to operate and manage their local microgrids. The results consist of a framework outlining what local capacity building is, through research propositions that define the key components capturing the complete system of local capacity building is for scaling a microgrid business, along with the challenges and opportunities associated with scaling a business using local capacity building. It has been developed iteratively by application of an action research approach conducted on a small-scale Zambian Microgrid company facing radical growth. The researcher was immersed in the context, at the heart of this change, and in a participatory and interventionist fashion turning every stone to explore what local capacity building is, resulting in a robust study anchored in the field. Because of the contextually embedded nature of the data, this also means that the results are local. It is up to the reader to assess the applicability of the results in another context. The extensive results span multiple areas of the business, capturing the complexity of local capacity building, and contribute to knowledge on a holistic level on what local capacity building is. This blueprint was deemed viable to further develop in the small-scale Zambian microgrid company, specifically because of its potential to lower operating expenses and offer a more sustainable way to scale, and in extension diffuse microgrids in Africa.Trots en positiv utveckling i tillgång till el globalt, ökandes från 76% år 1990, till 85% år 2012, så är Förenta Nationernas mål om universell tillgång till el till år 2030, långt ifrån att bli uppfyllt. 1.1 miljarder människor estimeras vara utan tillgång till el globalt, där över hälften av dessa bor i Sub-Saharanska Afrika, med majoriteten levandes på landsbygden och i extrem fattigdom. Stora utmaningar finns med innevarande elektrifierings strategin, som handlar om centraliserad elproduktion och distribution genom ett centralt elnät, detta kommer att lämna dessa människor utan el under lång tid framöver. Mikronät, ett decentraliserat energisystem, som kan producera och distribuera el, har lyfts fram som det bästa alternativet för att försörja livsförbättrande och produktivitetsökande elektricitet för samhällen på landsbygden i Afrika. Dock, trots nylig hype och utveckling i mikronät sektorn, så är spridningen av mikronät fortfarande inkrementell, beroende av en brist på genomförbarheten av att driva mikronät verksamheten i stor skala, vilket krävs för lönsamhet. Detta förklaras av den fundamentala utmaningen i att inrikta sig mot kunder i avlägsna områden, med en låg förmåga att betala, kombinerat med leveransen av dyr teknologi, och de komplex operativa strukturerna som krävs. Det finns ingen forskning eller blåkopia i industrin som visar hur man skulle kunna bedriva mikronäts verksamhets i stor skala, eller på ett lönsamt vis. Denna forskning undersöker en möjlig sådan blåkopia, med löftet att öka lönsamheten och möjliggöra en mer hållbar spridning. Utveckling av lokal kapacitet, är ett decentraliserat tillvägagångssätt för att utveckla kapacitet direkt i dessa avlägsna samhällen, genom rekrytering, färdighetsutveckling och utbildning av människor för att bli anställda för att sköta deras lokala mikronät. Resultaten i studien består av ett ramverk som visar vad utveckling av lokal kapacitet innebär, genom forskningsförslag som definierar vilka nyckelkomponenter som krävs för att skala upp en mikronäts verksamhet, tillsammans med utmaningar och möjligheter för att göra detta. Ramverket har utvecklats iterativt genom applicering av Action Research, utförd i ett småskaligt mikronät företag i Zambia som står inför en radikal expansion. Forskaren var fördjupad i företagskontexten, i hjärtat av förändringen, och på ett ingripande och deltagande sätt vänt på varenda sten för att utforska vad utveckling av lokal kapacitet är. Detta resulterade i en robust studie, förankrad i verkligheten. På grund av den kontextuellt inbäddade naturen av datan, så betyder detta även att resultaten är lokala. Det är upp till läsaren att bedöma till vilken grad resultaten kan appliceras i en annan kontext. De omfattande resultaten spänner över många olika områden i företaget, och lyckas fånga komplexiteten i vad utveckling av lokal kapacitet är. Blåkopian som utvecklades, bedömdes värdefull att utveckla vidare i företaget där studien gjorde, specifikt för dess potential att minska de operativa kostnaderna och erbjuda ett mer hållbart sätt att skala verksamheten, och i förlängningen, erbjuda ett mer hållbart sätt att sprida tillgång till el i Afrika.
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Williams, Heiletje Marili. "The effect of the human relations and health maintenance components of the SAPS self-management programme / Heiletje Marili Williams." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1631.
Full textAbstract:
Background: The success achieved with the South-African Police Service’s generic Personnel Capacity-Building Programmes contributed to a 2003 decision by the National Commissioner that a similar type of intervention should be included in the basic training of SAPS recruits. This led to the development of the Self-Management Programme. This programme is, since July 2004, an integral part of the empowerment of more than 8000 recruits annually and is presented on a bi-annual basis.
A comprehensive study into the programme’s short-term and long-term effect and return on investment (ROI) was launched in 2004. This thesis will report on the results achieved with the measurement of the programme’s human relation and health maintenance components.
Objectives: The primary aim of the study was to determine the effect of the Self-Management Programme’s human relations and health maintenance modules on the knowledge, attitude and behaviour of SAPS recruits, as well as the programme’s return on investment coefficient.
Method: The study utilised an experimental research design, as well as focus groups and triangulation. It involved an average of 520 recruits (400 for the experimental groups and 120 for the control groups) per module. This was supplemented by qualitative research in which 91 recruits participated in various focus groups. The modules and programme was also subjected to a structured and comprehensive return on investment analysis.
Results: Through the triangulation of measurements it was ascertained that the human relations and health maintenance modules had a practical significant effect on the recruits’ knowledge, attitude and behaviour and empowered them on both a personal and a professional level. The ROI analysis also showed that the programme was of considerable financial benefit to the SAPS and should remain as an integral part of all new recruits’ training in the future.Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2006.
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Fonkem, Nguika Judith. "An Analysis of a Readiness Assessment for establishing a Monitoring and Evaluation System in Early Childhood Development (ECD) Programmes: a case study of Ikamva Labantu Centre, Khayelitsha." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4007.
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Magister Public Health - MPHOver the years major changes have occurred in the focus, approach and application of monitoring and evaluation systems as a result of increased levels of emphasis towards achieving results (outcomes) as opposed to activities and outputs. As the focus of management changes from activities to results, so too has the focal point of M&E shifted from the traditional M&E system of progress monitoring that only deals with assessing inputs and implementation processes, to a results-based M&E system that emphasizes the need to assess the contributions of intervention to development outcomes. Nowadays funders, stakeholders and donor agencies want to see the difference that development initiatives make in the livelihood of project beneficiaries.Results-based M&E systems are essential components of most organisational structures responsible for development services and this is very fundamental as it provides vital information and empowers policy makers to take better informed decisions. The foundation of an M&E system is the very first step which is in essence called a ‘readiness assessment’. Such an assessment must be conducted before the actual establishment of an M&E system. Just as a building must begin with a foundation, constructing an M&E system must also begin with the establishment of a readiness assessment. Without this assessment and an understanding of the preparedness and commitment of the organisation, establishing an M&E system may be fraught with difficulties and failure.The Monitoring and Evaluation (M&E) of the Early Childhood Development (ECD) Programme of Ikamva Labantu has always been in the form of a reporting-type check list. The Centre is in a process of establishing an effective M&E system. The problem being investigated in this study is whether Ikamva Labantu has achieved a sufficient level of readiness to establish a results-based monitoring and evaluation system. However, the study shall also highlight crucial aspect of PM&E and RBM&E that will have to be taken into consideration with the establishment of the actual M&E system.With the use of the qualitative research method, the aim of this study is to analyse and assess the readiness assessment phase for establishing a monitoring and evaluation system in the Early Childhood Development (ECD) Programmes of Ikamva Labantu Centre, Khayelitsha.
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Guebuza, Anchia Nhaca. "Civil service reform and human resources management priorities in Mozambique." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6831_1264385573.
Full textAbstract:
This study focused on the developments of Civil Service Reform (CSR) in Mozambique, and the priority issues pertaining to human resources management in the country. This research investigation performed an assessment of the human resources management priorities and its effectiveness in civil service reform in the Government of Mozambique.
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Jacobs, Aneeka. "An exploratory case study in a rural municipality in the Western Cape: Local Government skills development." University of the Western Cape, 2020. http://hdl.handle.net/11394/7948.
Full textAbstract:
Masters of CommerceLocal governments worldwide are invariably faced with challenges of human capacity constraints, corruption, lack of operating transparency and accountability, dysfunctional ward committees, poor public participation, non-compliance with legislation and by-laws, poor prioritisation of community needs, unaligned budget processes, unauthorised and wasteful expenditure, tensions between politicians and administrators, as well as weak financial viability. A strong legal framework, clearly defining authority and accountability, backed by relevant skills development training, are necessary foundations for service delivery; however, without the appropriate training, staff performance could remain inadequate. Various countries have reached varying levels of local government effectiveness; however, all too often municipalities do not have the adequate skills required, to deliver the services needed, to ensure community development. Despite being well structured, South Africa’s institutional arrangements are often deeply flawed, while local government still needs to transform from passive service provider to proactive facilitator. Skills development legislation forms part of government policies to enable transformation; however, many local municipalities are burdened by poor service delivery, corrupt staff, and no accountability. Therefore, there is a desperate need to explore the best way of addressing local government challenges and skills shortcomings of their human resources. In this current study, the researcher conducted a case study to explore varying aspects of local government skills development, particularly the implementation of a training programme in a rural municipality. Data collection was conducted with key informants, as well as trainees, through in-depth, individual, semi-structured interviews. Thematic analysis was used to analyse the data, present the findings relevant to the strategies, as well as make recommendations on the required enhancements, for improved implementation of local government skills development initiatives.
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Huisamen, Petronella. "Die effek van die besluitnemings- en lewensdoelkomponente van die SAPD se selfbestuur personeelkapasiteitsbouprogram / Petronella Huisamen." Thesis, North-West University, 2005. http://hdl.handle.net/10394/1518.
Full textAbstract:
Background: In 2003, the National Commissioner of the South African Police Service gave instructions
that all the new student constables should undergo a personnel capacity-building programme as part of
their basic training. This led to the development of the Self-Management Programme by Police Social
Work Services. This programme IS, since July 2004, an integral part of the empowerment of more than
8000 recruits annually.
A comprehensive study into the short and long-term effects of the programme on recruits, as well as its
overall return on investment (ROI), was started in 2004. In this document, only the results that were
achieved with the measurement of the programme's decision-making and purpose-in-life components
will, however, be covered.
Objectives: The study had a twofold purpose. The first was to measure the short and long-term effect of
the Financial Management, Planning of Goals, Self-knowledge, Problem-solving and HIV/AIDS
Awareness modules on recruit's knowledge, attitude and behaviour. It, secondly, endeavoured to
measure the programme's return on investment coefficient.
Method: The study utilised an experimental research design, as well as focus groups and
triangulation. It involved an average of 400 experimental group respondents, 120 control group
members, 12 focus group participants and 14 presenters per module. A total of 23 questionnaires and a focus group schedule was designed and utilised in the generation of data.
Results: All five modules had a practical significant effect on the respondents' knowledge, attitude and
behaviour and improved their personal and professional functioning considerably. The "decision-making"
and "purpose-in-life" components, as well as the programme as a whole, also produced a very
high return on investment. It, therefore, implies that the Self-Management Programme should be seen as
both a very effective capacity-building tool and a financial asset for the South African Police Service.Thesis (Ph.D. (MW))--North-West University, Potchefstroom Campus, 2006.
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Daly, Marwa El. "Challenges and potentials of channeling local philanthropy towards development and aocial justice and the role of waqf (Islamic and Arab-civic endowments) in building community foundations." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät III, 2012. http://dx.doi.org/10.18452/16511.
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Diese Arbeit bietet eine solide theoretische Grundlage zu Philanthropie und religiös motivierten Spendenaktivitäten und deren Einfluss auf Wohltätigkeitstrends, Entwicklungszusammenarbeit und einer auf dem Gedanken der sozialen Gerechtigkeit beruhenden Philanthropie. Untersucht werden dafür die Strukturen religiös motivierte Spenden, für die in der islamischen Tradition die Begriffe „zakat“, „Waqf“ oder im Plural auch „awqaf-“ oder „Sadaqa“ verwendet werden, der christliche Begriff dafür lautet „tithes“ oder „ushour“. Aufbauend auf diesem theoretischen Rahmenwerk analysiert die qualitative und quantitative Feldstudie auf nationaler Ebene, wie die ägyptische Öffentlichkeit Philanthropie, soziale Gerechtigkeit, Menschenrechte, Spenden, Freiwilligenarbeit und andere Konzepte des zivilgesellschaftlichen Engagements wahrnimmt. Um eine umfassende und repräsentative Datengrundlage zu erhalten, wurden 2000 Haushalte, 200 zivilgesellschaftliche Organisationen erfasst, sowie Spender, Empfänger, religiöse Wohltäter und andere Akteure interviewt. Die so gewonnen Erkenntnisse lassen aussagekräftige Aufschlüsse über philanthropische Trends zu. Erstmals wird so auch eine finanzielle Einschätzung und Bewertung der Aktivitäten im lokalen Wohltätigkeitsbereich möglich, die sich auf mehr als eine Billion US-Dollar beziffern lassen. Die Erhebung weist nach, dass gemessen an den Pro-Kopf-Aufwendungen die privaten Spendenaktivitäten weitaus wichtiger sind als auswärtige wirtschaftliche Hilfe für Ägypten. Das wiederum lässt Rückschlüsse zu, welche Bedeutung lokale Wohltätigkeit erlangen kann, wenn sie richtig gesteuert wird und nicht wie bislang oft im Teufelskreis von ad-hoc-Spenden oder Hilfen von Privatperson an Privatperson gefangen ist. Die Studie stellt außerdem eine Verbindung her zwischen lokalen Wohltätigkeits-Mechanismen, die meist auf religiösen und kulturellen Werten beruhen, und modernen Strukturen, wie etwa Gemeinde-Stiftungen oder Gemeinde-„waqf“, innerhalb derer die Spenden eine nachhaltige Veränderung bewirken können. Daher bietet diese Arbeit also eine umfassende wissenschaftliche Grundlage, die nicht nur ein besseres Verständnis, sondern auch den nachhaltiger Aus- und Aufbau lokaler Wohltätigkeitsstrukturen in Ägypten ermöglicht. Zentral ist dabei vor allem die Rolle lokaler, individueller Spenden, die beispielsweise für Stiftungen auf der Gemeindeebene eingesetzt, wesentlich zu einer nachhaltigen Entwicklung beitragen könnten – und das nicht nur in Ägypten, sondern in der gesamten arabischen Region. Als konkretes Ergebnis dieser Arbeit, wurde ein innovatives Modell entwickelt, dass neben den wissenschaftlichen Daten das Konzept der „waqf“ berücksichtigt. Der Wissenschaftlerin und einem engagierten Vorstand ist es auf dieser Grundlage gelungen, die Waqfeyat al Maadi Community Foundation (WMCF) zu gründen, die nicht nur ein Modell für eine Bürgerstiftung ist, sondern auch das tradierte Konzept der „waqf“ als praktikable und verbürgte Wohlstätigkeitsstruktur sinnvoll weiterentwickelt.This work provides a solid theoretical base on philanthropy, religious giving (Islamic zakat, ‘ushour, Waqf -plural: awqaf-, Sadaqa and Christian tithes or ‘ushour), and their implications on giving trends, development work, social justice philanthropy. The field study (quantitative and qualitative) that supports the theoretical framework reflects at a national level the Egyptian public’s perceptions on philanthropy, social justice, human rights, giving and volunteering and other concepts that determine the peoples’ civic engagement. The statistics cover 2000 households, 200 Civil Society Organizations distributed all over Egypt and interviews donors, recipients, religious people and other stakeholders. The numbers reflect philanthropic trends and for the first time provide a monetary estimate of local philanthropy of over USD 1 Billion annually. The survey proves that the per capita share of philanthropy outweighs the per capita share of foreign economic assistance to Egypt, which implies the significance of local giving if properly channeled, and not as it is actually consumed in the vicious circle of ad-hoc, person to person charity. In addition, the study relates local giving mechanisms derived from religion and culture to modern actual structures, like community foundations or community waqf that could bring about sustainable change in the communities. In sum, the work provides a comprehensive scientific base to help understand- and build on local philanthropy in Egypt. It explores the role that local individual giving could play in achieving sustainable development and building a new wave of community foundations not only in Egypt but in the Arab region at large. As a tangible result of this thesis, an innovative model that revives the concept of waqf and builds on the study’s results was created by the researcher and a dedicated board of trustees who succeeded in establishing Waqfeyat al Maadi Community Foundation (WMCF) that not only introduces the community foundation model to Egypt, but revives and modernizes the waqf as a practical authentic philanthropic structure.
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Wheeler, John J. "A Consultative Model for Providing Technical Assistance to School Personnel in Service to Children with Autism." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/270.
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Wheeler, John J. "Designing Effective School-Based Interventions for Children with Autism in Underserved Regions." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/263.
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Lavan, Daniel. "The Discourse and Practice of Child Protagonism: Complexities of Intervention in Support of Working Children’s Rights in Senegal." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22748.
Full textAbstract:
Contesting international strategies for combatting child labour that derive from modern, Western conceptions of childhood, several developing country organizations have embraced the principle of child protagonism by declaring that working children can become the leading agents in struggles to advance their interests when they are mentored in forming their own independent organizations. This thesis first explores how an African NGO, informed by its urban animation experiences, developed its own specific discourse of child protagonism and employed it as the basis for establishing an African working children’s organization designed to provide compensatory literacy and skills training and to empower members to improve their own and other children’s working conditions. The thesis considers this foundational child protagonism discourse in light of data collected in Senegal by means of participant observation and interviews in grassroots groups and associations of working children, as well as in the offices of both the local NGO and its international NGO donor. Fieldwork revealed limitations of the specific child protagonism practice pursued over the past two decades. Specifically, redirecting resources from direct pedagogical accompaniment of grassroots working child groups towards bureaucratic capacity building for the “autonomization” of higher hierarchical levels of the organization, as well as towards international meetings, has resulted in the organization’s diminished impact for vulnerable groups in Dakar, particularly migrant girl domestic workers. Deepening implication with international donors has forced shifts in the priorities of the local NGO and the working children’s organization it facilitates, yet the two have been largely successful in buffering donor probes precisely into the ground level effectiveness of their child protagonism strategy. No previous independent research has sought to confront the discourse of child protagonism with a comprehensive examination of a working children’s organization’s practice, from its most local processes to its international dimensions and donor relations.
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Hassen, Teferi Hailemichael. "Policy capacity building in the Ethiopian civil service." Thesis, 2015. http://hdl.handle.net/10500/18989.
Full textAbstract:
The Ethiopian government believes the mission of its civil service is to introduce to the country a better economic and democratic system. In achieving this, the government has recognised policy capacity setbacks in its civil service and embarked on a comprehensive Civil Service Reform Programme (CSRP) to address the issue with a national capacity building strategy. The human resource administration aspect of the reform programme however lacks a closer and direct integration with civil service education and training programmes. Being aware of this, the government opened Departments of Public Administration in some universities and restructured training institutions in the country. Nevertheless, the level of policy competence, skill and attitude of civil service personnel leaves much to be desired as far as ensuring effective and efficient policy development and delivery is concerned, which otherwise could have been changed through proper public policy education and training. This research topic was selected after the Ministry of Civil Service had identified this problem in 2011.
Public policy education and training in public administration entail improvement of employee policy performances in the civil service system. Public policy education and training in a civil service system imply obtaining new policy knowledge, policy abilities and policy skills, and, introducing public servants to and involving them in important public policy decisions. Nevertheless, public institutions frequently fail to achieve their programme objectives due to a lack of personnel trained and qualified in public policy, which is often at the root of public policy failures. This can contribute to the notion of public policy education and training receiving a wider acceptance in the civil service.
It is generally accepted that universities and other training institutions provide public administration education to incumbent civil servants and students who will become the future work force in the civil service. It is the duty of such institutions to provide scientifically inspired career education and training to students of the future and incumbent civil servants. The institutions undertake to provide policy knowledge,
policy attitude as well as policy skills to students in order for them to perform their role effectively in the public policy process.
A student studying for a public policy career should be able to gain policy knowledge about the field of study and obtain the necessary public policy skills to be used in practice. Thus, students in public administration should not only have policy knowledge and policy attitude about the subject Public Policy, but also the public policy skills to act as professional public policy proposers and advisors to the government in power. The question can however be asked whether the curricula of public administration education and training programmes aimed at Ethiopian civil servants include modules on public policy to meet the requirements of the Ethiopian civil service in strengthening the policy capacity of the Ethiopian government.Public Administration
D.P.A.
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Sekgota, Mmabatho Raesetja Catherine. "Capacity building for general assistants." Diss., 1999. http://hdl.handle.net/10500/17707.
Full textAbstract:
A study was conducted to explore the impact on change which a process of participatory research has on capacity building for the general assistants within the Northern Province in terms of the mission statement of the Office on the Status of Women between July 1997 and September 1998. The mission of the office is as
follows: " ... to establish mechanisms and procedures that will move the province towards gender equality, thereby empowering women to have equal access to opportunities and resources which will enhance their quality of life". The target group for Office on the Status of Women is women within the government service irrespective of race and socio-political status. These general assistants were said to be the "left behind" group when issues affecting women like National and International Women's Days are celebrated. Themes of concern were identified and addressed.Social Work
M.A. (Social Science (Mental Health))
38
Korantwi-Barimah, Justice Solomon. "A framework for capacity building amongst academic staff in Ghanaian polytechnics." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001845.
Full textAbstract:
D. Tech. Human Resources ManagementThe main purpose of this study was to develop a framework that could be used to build the capacity of academic staff to enhance teaching and learning in Ghanaian polytechnics. In order to achieve this objective, a central argument in the study is that building the capacity of academics is not only critical to successful teaching and learning, it should also be the starting point for the on-going transformation in the polytechnic system in Ghana. The approaches to capacity building of employees in organisations were analysed critically and justified. To provide a strategic context to the study, four capacity building factors, namely institutional training and development, performance and professional development, academic competence, and a learning and developmental environment, were identified and clarified and their strategic contributions toward developing a capacity building strategy were outlined.
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Mmako, Emanuel Tebogo. "Capacity building for effective school financial management : ensuring value for money." Diss., 2018. http://hdl.handle.net/10500/25590.
Full textAbstract:
Schools today are entrusted with the duty of managing their funds in such a way that that the educational outcomes of the primary beneficiaries of these funds are maximised. This places more responsibility on the school governing bodies as the legal custodians of these funds, at local level, which need to be used economically, effectively and efficiently. To achieve this, school governing bodies need capacity in the form of appropriate skills and knowledge needed to connect school funding to educational outcomes. This study focuses on how capacity building for school governing body can contribute to value for money in school financial management. It sought to examine possible impediments to effective financial management, which result from the existing gaps in the current capacity building programmes and the financial management frameworks and procedures relating to school financial management. A qualitative research methodology involving in-depth interviews with members of governing bodies and Circuit officials was followed to examine the problem and possible improvement strategies. Themes that emerged from the data include, comprehensiveness, duration and frequency of the training programme, competency of training facilitators, monitoring, assessment and evaluation and other follow-up modalities, presentation style of the training facilitators, internal records and audited financial statements, the involvement of senior officials in school financial management, and the effectiveness of financial management. Findings suggested that, training of SGBs in financial management is inadequate, training facilitators lack requisite skills, the duration of the training for SGBs is short, the training programme is not provided frequently, the training programme’s presentation style is ineffective, mismatch between internal records and audited financial statements, lack of support and monitoring by circuit officials in the schools’ financial management, questionable conduct of external auditors, and ineffective cluster approach by SGBs.Educational Leadership and Management
M. Ed. (Education Management)
40
Ahmed, Hashim. "Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan: Case of Khartoum State." Doctoral thesis, 2010. https://tud.qucosa.de/id/qucosa%3A25677.
Full textAbstract:
The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers?
Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work.
In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses.
The results of the study showed that essential innovations and reforms on the initial and in-service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso-level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers.
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López, Sergio Clark. "GIS capacity building for risk management to help developing countries:Case of climate change problem in Amhara rural region (Ethiopia)." Master's thesis, 2012. http://hdl.handle.net/10362/8323.
Full textAbstract:
Dissertation submitted in partial fulfillment of the requirements for the Degree of Master of Science in Geospatial Technologies.In the Ethiopian rural region of Amhara, variable atmospheric conditions and climate change are affecting the agricultural productivity and the consequences might be irreversible. However, scientific and technological advances nowadays can be more and more helpful to improve the situation. The purpose of the present work is to build the effective strategies that permit the utilization and integration of GIS technologies in the institutional and humanitarian works that are being carried out in the region. Our challenge will be to raise the geographical awareness and optimize the use of resources and tools in the region, involving the farmer communities as key stakeholders in the whole process. The work explains the first steps taken regarding the necessity of building GIS capacity for risk mapping, the data collection related to food security and the use of GIS technologies, being the training of the local staff the key point that leads to further steps such as the implementation of the mechanisms to share spatial information known as Spatial Data Infrastructures. By using SDI, combined with GIS software to access and manage the information, we may improve the understanding and interoperable utilization of geo-spatial data, and therefore contribute to the development of such a needy nation. All that, developed under the umbrella of an Inter-University Cooperation Program.
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Bolling, Michelle. "From Traditional to Reform: Exploring the Involvement of School Psychologists in the Provision of Educator Professional Learning." 2014. http://scholarworks.gsu.edu/cps_diss/94.
Full textAbstract:
School Psychologists may be well-suited to provide Professional Learning (PL) to assist schools in meeting increased student standards, responding to demands for accountability, and meeting the needs of a diversifying population. School psychologists possess a depth and breadth of knowledge and skills; and, certain aspects of the school psychologist role (e.g., flexibility in service delivery and scheduling) may enable them to reap the potential benefits of broader impact and preventive focus through PL. Little is known about the PL practices of school psychologists due to a lack of research. This study attempts to fill the research gap by exploring the perceptions and practices of school psychologists as related to providing PL. The research identifies situational and personal variables that might contribute to the likelihood of providing PL as a service. Finally, motivations for providing PL and levels of satisfaction derived from the provision of PL are explored. The survey method for this study consisted of a three stage recursive process in which earlier stages informed modifications to later stages based on feedback. First, interviews informed the construction of an initial survey. The survey was piloted with two consecutive groups and amended to assist with clarification. The final survey was sent to a stratified, random, national sample of practicing school psychologists. Descriptive statistics were used to describe PL practices, the personal and situational variables under investigation, motivations for providing PL and satisfaction derived from PL delivery. Inferential statistics were used to investigate relationships between personal and situational variables and PL delivery.
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Jwo, Yu-Ping, and 卓豫萍. "The study of the Vocational Capacity Building Training Courses and its effects on Empowering High-Risk Youth－the example of NGO T′S Project「Youth On Light」." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/24317841970176253788.
Full textAbstract:
碩士慈濟大學
社會工作學系碩士班
102
Abstract This study applied the concept of qualitative research and took T Organization’s「Youth On Light Project」as the example to carry out the exploration and generalization through in-depth interview with adolescents and relevant documentation in order to explore what is the empowerment of competence training courses for the high-risk youths. In addition, the researcher expected to understand what the meaning of service project for the adolescents in the process of participation within such short period of time. Also, from the viewpoint of empowerment to observe the influence of competence training courses on these adolescents, and the change in their career choices at the end of the projects they participated. The research results discovered that these high-risk youths, who were without confidence, goal and irresponsible previously, changed into confident, with goal in their life and responsible persons, even influenced their career choices. For the adolescent, in such process, the empowerment could be considered as an opening key to unlock the door that had been locked for a long time. The data analysis of 5 interviewees and relevant documentations showed that the influence of the competence training course on the high-risk youths could be approximately divided into: 1. Step-by-step course design was a process of empowerment. 2. They could learn the adolescent leadership, reduce their helplessness and learn the self-responsibility from the competence training. 3. Guided them to learning by using the mentoring cooperation. 4. Increased their positive changes, including the discovery of advantage, increase of self-confidence, self-recognition, problem-solving and relationship restoration. 5. Free Bird Program could be considered as the acceptance check of empowerment which enhanced their original competences for these adolescents and inspired their potential, at the same time, could rapidly inspect their self-ability. 6. Participated in projects that would improve adolescents’ business stability, including the properties of workplace learning and the characteristics of leadership. 7. Negative factors of the influence included family, oneself and external traction. Changes in adolescents’ career choice could be divided into 2 parts: 1. External Influence: (1) Found self’s goal from these diversified courses. (2) Developed a regular routine. 2. Internal Influence: (1) Obtained approval and support from acceptance. (2) Attitude changes made them to have more opportunities. (3) Learned to responsible to them. In conclusion, from the results of empirical works for the empowerment perspective, this study made some suggestions as the reference to relevant follow-up researchers in the future. Keywords: Empowerment, High-risk Youth, Youth On Light Project
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Glock, J. P., N. van Apeldoorn, L. Dazzo, and A. Wong. "How effective capacity building allows monitoring and evaluation to improve the delivery of sustainable urban mobility projects: Experience and lessons from the EU Metamorphosis project." 2021. https://publish.fid-move.qucosa.de/id/qucosa%3A73716.
Full textAbstract:
Sustainable urban mobility is an established target of policy making and planning in Europe. It is associated with, among others, better air quality, less noise disturbance, increased safety and quality of public space. In this regard, one of the EU Commission’s main tools to reach sustainable urban mobility, Sustainable Urban Mobility Plans (SUMP), require the explicit integration of Monitoring and Evaluation (M&E). Yet, European cities face common barriers when it comes to materialising M&E in practice. To avoid or overcome these barriers, this paper argues for integrating capacity building (CB). We draw this conclusion on the basis of experiences made during the M&E of the Horizon 2020 Project ‘Metamorphosis’. We report our experiences, rating different monitoring indicators used for the evaluation of measures transforming car-oriented neighbourhoods into children-friendly neighbourhoods in seven European cities. We then give advice on how to design and integrate CB for a feasible M&E scheme.
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Tsotetsi, Stephen Morena. "The training of school governing bodies in the Free State Province: an education management perspective." Thesis, 2005. http://hdl.handle.net/10500/2305.
Full textAbstract:
The aim of the study was to investigate the training of school governing bodies in the Free State Province from an education management point of view. Since 1994 the South African government has adopted a number of policy documents aimed at democratizing education in the country. The transformation of education in the new South African context encompasses the idea of partnership in which participants - such as parents, educators, learners (in secondary schools) play an active role in taking decisions on behalf of the school.
The State alone cannot control schools, but has to share its power with other stakeholders. However, this can only happen if participants in school governance are trained to have power and the capacity to decide on matters affecting their schools. Hence, training is the cornerstone of affirming governors in the execution of their roles and responsibilities. Since school governing bodies are composed of a cross section of people with different ideologies, expectations and levels of education - training is necessary to prepare then for co-operative governance. Without adequate and on-going in-service training, it is unlikely that school governing body members can make informed decisions.
The empirical method, namely qualitative research, was successful in obtaining information from participants about the training offered to them. It also established how participants felt and thought about their experiences and perceptions about the training they received, whether it built capacity or not. A number of recommendations were made with regard to the research findings for stakeholders to note.Educational Studies
D. Ed. (Comparative Education)
46
Mothapo, Mamochite George. "Principals' experiences when providing management and strategic leadership at technical vocational education and training colleges in South Africa." Thesis, 2019. http://hdl.handle.net/10500/25799.
Full textAbstract:
In this qualitative study, the research objective was to present a theoretical framework for the phenomenon of discovering principals’ experiences when providing management and strategic leadership at Technical Vocational Education and Training (TVET) colleges in South Africa. Furthermore, the college Senior Management Team (SMT) members were also part of the study as they support and contribute towards to the functioning of TVET colleges.
According to Hoy and Miskel (2013), an open social-systems model of schools provides an overarching and useful conceptual framework that organizes and relates this theory and research for educational administrators. At the heart of our social-systems model are four critical elements of school life—structure, motivation, culture, and politics (Hoy &Miskel 2013).
The data were collected through semi-structured interviews conducted with participants, while the observation of how principals provided strategic management and leadership was done on a daily basis. The researcher was deputy principal corporate services at a TVET College therefore the contact with other TVET colleges and the DHET was used as a better way to conduct observation.
It against the above background that the main themes were developed from the participants’ responses in the bureaucratic, political, and cultural sub-dimensions of the social system.
In terms of the incorporation of the sub-dimensions of a social system, it was found that college SMTs should actively model and promote effective management and strategic leadership.
This study focused on the strategic leadership and management initiatives, legislations and regulations aimed at enhancing the effectiveness of day-to-day operations of TVET colleges in South Africa. The study explored in depth the management and strategic leadership roles and responsibilities of the TVET college principals. A comparative study of South Africa’s public TVET college as well as the United States of America (USA), the United Kingdom (UK), the Netherlands, Denmark and Australia was also conducted.
Furthermore, there is a need to contribute to the organizational culture and climate, job performance, employee morale and engagement, and staff retention. These may be achieved by capacitating college principals and their SMTs with relevant short courses.
It is recommended that the role of the DHET and college council must shift from enforcing bureaucratic compliance to collective capacity building within the TVET colleges. This can be achieved by establishing processes and procedures that are supported by sound monitoring and reporting systems.
Finally, recommendations made from this study are expected to empower principals and other middle managers and administrators to assist them to achieve the strategic objectives and to relate with all stakeholder that exists within the TVET sector.Educational Management and Leadership
Ph. D. (Education Management)
47
Monakhisi, Ngwako Philemon. "An analysis of the benefits of the growth in tourism to the local communities in the Panorama region, Mpumalanga Province." Thesis, 2008. http://hdl.handle.net/10500/2079.
Full textAbstract:
In recent decades tourism has asserted its importance as the biggest employer
and foreign exchange earner in both the developing and developed countries.
Consequently, there has been increasing attention to tourism development as a
strategy to stimulate economic growth, local economic development and poverty
alleviation, especially in the developing countries. This study was undertaken
with the objective of determining the direct benefits of the growth in tourism to
the local communities in the vicinity of protected areas in South Africa's
Mpumalanga Province.
The tourism sector is strategically located within the economic mainstream as it
links easily with other sectors of the economy such as agriculture, hospitality,
transport and entertainment. It has added advantages, including the fact that the
tourist product is consumed at the destination. This offers local communities
opportunities in job creation, skills development, economic empowerment and
social development.
The study found that meaningful involvement of local communities in the
tourism industry through ownership of tourism-related enterprises was almost
non-existent. There were no meaningful linkages between the industry and the
local communities other than the communities' supply of unskilled labour.
There were also no programmes aimed at harnessing the phenomenal growth in
South Africa's tourism for the economic empowerment of local communities.
The economic empowerment of local communities need not be achieved through
the ownership of tourism-related enterprises only, but may also include
shareholding, outsourcing, affirmative procurement and social responsibility
programmes by the industry.The continued marginalisation of the local communities by the tourism industry
was attributed to unsatisfactory progress with the industry's transformation.
The launch of the Tourism Black Economic Empowerment Charter and Scorecard
in 2005 provided impetus for the transformation of South Africa's tourism
industry. However, more work still needs to be done in the identified areas of
ownership and control of tourism-related businesses, distribution of tourism
benefits and the development of tourism-related skills and entrepreneurial
culture in local communities.
The role of the private sector in stimulating community involvement in tourism
is particularly important. The private sector is singled out because of government
policy that tourism development would be regulated by government and be
private-sector driven. Furthermore, the private sector has the capacity and the
resources to mobilise, not only to improve the attractiveness and marketing of a
destination and the overall management of the tourism industry, but also to
build thriving local communities.Development Studies
D. Litt. et Phil. (Development Studies)
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McLean, Barbara Anne. "Learning experiences of inner city early childhood development managers who participated in an ECD forum: a social work perspective." Diss., 2019. http://hdl.handle.net/10500/26397.
Full textAbstract:
Early childhood development is one of the critical services to support the development of young children from conception to age six. Children raised in vulnerable inner cities, with limited access to quality, well-resourced ECD services, are at risk of perpetuating cycles of disadvantage and exclusion. Even though ECD centres exist in abundance in the inner city of Durban, eThekwini Municipality, KwaZulu-Natal, managers of ECD centres face challenges such as meeting rigorous registration norms and standards, a lack of finances, resources, trained staff and socio-economic factors which affect the wellbeing of children.
Using a qualitative approach, this study communicates the role played by the Inner City ECD Forum in the learning experiences of seven ECD managers through their participation in inter-sectoral stakeholder interventions and capacity building trainings. It further outlines the benefits of networking and collective support. Based on the findings, recommendations for practice, policy and further research are made.School of Social Sciences
M.A. (Social Work)