Relevant bibliographies by topics / Community development - South Africa - Katlehong

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  2. Dissertations / Theses
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  4. Book chapters
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Academic literature on the topic 'Community development - South Africa - Katlehong'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Community development - South Africa - Katlehong"

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Mokoena, B. T., T. Moyo, E. N. Makoni, and W. Musakwa. "SPATIO-TEMPORAL MODELLING & THE NEW URBAN AGENDA IN POST-APARTHEID SOUTH AFRICA." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W13 (June 5, 2019): 1327–32. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w13-1327-2019.

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<p><strong>Abstract.</strong> This paper presents the potentialities of spatio-temporal modelling in transforming South Africa’s previously marginalised townships. Using the Katlehong township in Ekurhuleni as a case study, the paper argues that the hitherto marginalised townships can benefit from a localised implementation of smart-city concepts as articulated in the Integrated Urban Development Framework. Instead of viewing townships as spaces of perpetual despair and hopelessness, the paper appreciates these areas as having the potential to benefit from new smart innovative planning approaches that form part of the Fourth Industrial Revolution. So, the discussion identifies smart transportation modes such as bicycle-sharing, as well as Bus Rapid Transit Networks as critical in promoting mobility in and beyond townships, while contributing to spatial integration and transformation. Using geolocation data, the paper concludes that formerly marginalised townships such as Katlehong can and must form part of the emergent smart cities in South Africa.</p>
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Travis, Raphael, Natalie McFarlin, Colin A. J. van Rooyen, and Mel Gray. "Community development in South Africa." International Social Work 42, no. 2 (April 1999): 177–87. http://dx.doi.org/10.1177/002087289904200206.

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Bollens, S. "Community development in democratic South Africa." Community Development Journal 35, no. 2 (April 1, 2000): 167–80. http://dx.doi.org/10.1093/cdj/35.2.167.

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Tosterud, Robert J. "COMMUNITY DEVELOPMENT EXPERIENCES IN SOUTH DAKOTA AND SOUTH AFRICA." Humanomics 15, no. 2 (February 1999): 145–83. http://dx.doi.org/10.1108/eb018831.

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Cobbett, Matthew. "Community projects: The possibilities in South Africa." Development Southern Africa 4, no. 2 (May 1987): 324–33. http://dx.doi.org/10.1080/03768358708439319.

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Sauders, Chris, and Dawn Nagar. "South Africa and the Southern African Development Community." Journal für Entwicklungspolitik 29, no. 4 (2013): 30–45. http://dx.doi.org/10.20446/jep-2414-3197-29-4-30.

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Schärf, Wilfried. "Community Justice and Community Policing in Post-Apartheid South Africa." IDS Bulletin 32, no. 1 (January 2001): 74–82. http://dx.doi.org/10.1111/j.1759-5436.2001.mp32001009.x.

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Thandi, Ngcobo Ntsoaki, and Edmore Ntini. "Civic Education in Community Development in South Africa: Reflections of a Community Development Practitioner." Journal of Sociology and Social Anthropology 8, no. 3 (July 3, 2017): 106–19. http://dx.doi.org/10.1080/09766634.2017.1340115.

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White, Aaronette M., and Cheryl A. Potgieter. "Teaching Community Psychology in Postapartheid South Africa." Teaching of Psychology 23, no. 2 (April 1996): 82–86. http://dx.doi.org/10.1207/s15328023top2302_2.

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Community Psychology can play an important role in the post-apartheid psychology curriculum as South Africa struggles to implement its Reconstruction Development Programme. A Community Psychology course was developed to address some of the pressing issues that face the Black majority in South Africa. The course perspective, course structure, reading materials, and assignments are described. The relevance of psychology during the postapantheid era and the challenges that psychologists face at historically Black South African universities are discussed. The course has been contextualized for South Africa; however, it can be adapted to suit any Community Psychology course taught in societies that struggle with racist, sexist, and economic forms of oppression.
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De Chastonay, Anne, Michael Bugas, Shreya Soni, and Robert Swap. "Community Driven Development of Rocket Stoves in Rural South Africa." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 7, no. 2 (December 18, 2012): 49–68. http://dx.doi.org/10.24908/ijsle.v7i2.4248.

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This paper presents a sustainable cook stove project made possible by a partnership between a United States university and a South African community. Faculty and students from the University of Virginia and the Mashamba Primary Presidential School collaborated to produce a cleaner and more sustainable method of cooking. The Rocket Stove, a high efficiency stove that uses wood as fuel, was adapted and implemented in the Mashamba Primary Presidential School in 2010 through a collective effort from both the University and Mashamba. Since then, University of Virginia students have revisited Mashamba and are now working closely with the primary school to determine the positive and negative impacts the cookstoves have instilled on the community. As collaboration between the University of Virginia and Mashamba Primary School continues and more knowledge about the integration of the stoves is revealed, the partners hope to disseminate information about the Rocket Stove to other portions of the region. The following is a story about the implementation of the rocket stove within a community. It is also a story of how service learning and engaged scholarship can produce a sustainable solution impacting what development means to a community, creating a ripple effect within an entire region.
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Dissertations / Theses on the topic "Community development - South Africa - Katlehong"

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Maistry, Savathrie. "Community development education: the integration of individual and collective consciousness for community well-being within a social development paradigm in South Africa." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/182.

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This study focused on community development education and practice for the democratic and transformative South context. Social and community development are relatively new approaches to social welfare and community development is emerging as a discipline and profession to contribute to the goal of developmental social welfare. Community work, albeit to a minimal extent and not community development was viewed as a method of social work during apartheid. With community development being prioritized as an intervention strategy for poverty reduction by the national government, the gap in community development education needs to be addressed. The goal of the study was to develop an undergraduate curriculum framework for community development education that would produce a new generation of ethical community development professionals to contribute to the goal of developmental social welfare. The study focused on the integrated approach to community development education and practice; with education of the student as a whole human being as critical for community development in a transformative South Africa. To achieve its goal, the study identified three themes that were critical to the research: a conceptual framework, clarifying key terms; a curriculum framework for community development education; and qualities and ethics for a new generation of development practitioners. The qualitative study was based in the Eastern Cape Province, South Africa and because of the lack of a referential framework for community development education, the researcher looked towards learning from India which has over fifty years of experience in social and community development education and practice. The state of Kerala established a social development approach in 1957 and was chosen as a learning experience. The state’s Kudumbashree Mission which aims at poverty alleviation through the empowerment of women was chosen as a case study. The integral and values based education system of Sri Sathya Sai University in the state of Andhra Pradesh and the community development education and practice of Loyola College in the state of Kerala were examined. The research design was exploratory, conceptual, descriptive and developmental in nature. The qualitative methodology best suited the nature of this study and a combination of methods to obtain data from a variety of sources across national boundaries was employed. The participants interviewed in both countries were purposively selected for their involvement in social and community development directly as target groups, practitioners, managers and policy makers. The research produced a philosophical and theoretical framework that is unitary and integral and aligned with the current social development policy to guide community development education and practice. The unitary and integral framework encompasses the individual within the family and community context and locates the various dimensions of development such as the social, physical, cultural, psychological, spiritual, political and economical dimensions within a unitary platform. The framework is dominated by the holistic and humanistic philosophies without negating the rational and pragmatic perspectives. In conclusion, the study conceptualizes community development as a natural process; the integration of individual and collective consciousness and an intervention. The outcome of the study is a recommended curriculum framework for community development education that would be of relevance to the Eastern Cape Province in particular and for the South African context generally.
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Svenskerud, Monica. "Community participation and participatory development in Post-Apartheid South Africa." Thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/5958.

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Van, Deventer Gerhardus Johannes. "Socio-economic development of the Coloured community since the Theron Commission." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51910.

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Thesis (MComm)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: Poverty is a widespread phenomenon within the coloured community of South Africa. In 1976 the Theron Commission reported on coloured poverty and recommended widespread reform to the apartheid system to incorporate coloureds into social and economic life on an equal footing with whites. The commission was of the opinion that the poorest 40% of coloureds lived in a state of chronic community poverty. This conclusion was based on the culture of poverty approach, which states that negative external factors and an internal process of self-perpetuation can sometimes combine to cause a povertysyndrome. The original culture of poverty approach was widely misinterpreted and criticised and consequently lost much of its support. However, if properly understood, the approach can still be used effectively. Since the Theron commission made a healthy reinterpretation of this approach it also provides a good theoretical framework to analyse coloured poverty. The socio-economic position of coloureds has improved markedly since the era of the Theron commission. Total fertility rates and infant mortality rates declined, while life expectancy increased. The educational status of coloureds increased considerably. There is, however, still a large disparity between rural and urban coloureds. The per capita income of coloureds almost doubled in this period. This rise in income can be attributed to an improvement in occupational status (which was in turn influenced by an improvement in educational status) as well as a decrease in wage discrimination. In spite of the overall improvement in the socio-economic position of coloureds, poverty rates did not decrease significantly since the era of the Theron Commission. Although poverty is still more widespread in rural areas, there has been a relative improvement in the socioeconomic position of rural coloureds and agricultural labourers. This has partly been caused by the urbanisation of the rural poor. Coloured poverty is, however, still at much lower levels than black poverty. Since the era of the Theron Commission the culture of poverty has been positively influenced by several factors: racial discrimination in public education and other social spending decreased, levels of education improved and contributed to the rise in per capita income, social work has become better focussed and is provided on a more equal basis and the socio-political emancipation of coloureds were achieved with the rise of a democratic society. However, it seems that the good economic growth rates during the 1960's and early 1970's provided the biggest thrust to the upward socio-economic mobility of coloureds and played a more important role than the Theron report or any other socio-political changes. It can be concluded that the culture of poverty as it existed at the time of the Theron report has weakened considerably and that the approach should therefore not be used as the basic model to describe the socio-economic position of poor coloureds any more. Current anti-poverty measures should be focussed on job creation, community building and education.
AFRIKAANSE OPSOMMING: Armoede is 'n wydverspreide probleem in die kleurlinggemeenskap van Suid- Afrika. In 1976 het die Theron Kommissie ondersoek ingestel na kleurling armoede en hulle het drastiese veranderinge aan die apartheidstelsel voorgestel om die sosio-ekonomiese vooruitgang van kleurlinge te verseker. Die kommissie het aangevoer dat die armste 40% van die kleurlingbevolking in 'n toestand van chroniese gemeenskapsarmoede verkeer. Hierdie gevolgtrekking is gebaseer op die kultuur van armoede teorie, wat veronderstel dat In armoedesiklus kan ontstaan wanneer daar 'n wisselwerking is tussen negatiewe omgewingsfaktore en In interne proses van selfvoortplanting deur middel van die gesin. Die oorspronklike kultuur van armoede benadering was onderhewig aan verskeie misinterpretasies en kritiek en het derhalwe baie aanhang verloor. Tog kan die kultuur van armoede teorie steeds met vrug aangewend word indien dit korrek toegepas word. Aangesien die Theron Kommissie die oorspronklike teorie op In gesonde manier geherinterpreteer het, verskaf dit 'n goeie teoretiese raamwerk waarbinne kleurlingarmoede ondersoek kan word. Die sosio-ekonomiese posisie van kleurlinge het In merkwaardige verbetering getoon sedert die era van die Theron Kommissie. Fertiliteitskoerse en suigelingsterftekoerse het afgeneem, terwyl lewensverwagting toegeneem het. Die onderwyspeil van kleurlinge het ook drasties verbeter, alhoewel daar steeds In groot gaping is tussen landelike en stedelike kleurlinge. Die per capita inkomste van kleurlinge het amper verdubbel in die periode. Die verhoging kan toegeskryf word aan In verhoogde beroepstatus (wat weer deur verbeterde onderwyspeile beïnvloed is) sowel as laer vlakke van loondiskriminasie. Ten spyte van die algehele verbetering in die sosio-ekonomiese posisie van kleurlinge, het armoedevlakke sedert die Theron era nie noemenswaardig verminder nie. Alhoewel armoede steeds wydverspreid is in landelike gebiede, het daar In relatiewe verbetering in die sosio-ekonomiese posisie van landelike kleurlinge en die plaaswerkersgemeenskap plaasgevind. Dit is deels veroorsaak deur verstedeliking van arm landelike inwoners. Kleurling armoede is egter steeds op 'n baie laer vlak as swart armoede. Sedert die era van die Theron Kommissie is die toestand van chroniese gemeenskapsarmoede deur verskeie positiewe faktore beïnvloed: rassediskriminasie ten opsigte van onderwys en ander sosiale besteding het verminder, vlakke van onderwys het verbeter en het bygedra tot 'n verhoging in per capita inkome, sosiale werk is beter gefokus en word op 'n meer gelyke skaal verskaf en met die demokratiseringsproses is die sosio-politiese emansipasie van kleurlinge verkry. Tog lyk dit of die goeie ekonomiese groei van die sestigerjare en vroeë sewentqerjare 'n groter invloed op die opwaartse sosioekonomiese mobiliteit van kleurlinge gehad het as die Theron verslag en ander sosio-politieke veranderinge. Die gevolgtrekking kan gemaak word dat die kultuur van armoede soos dit gemanifesteer het in die tyd van die Theron verslag in so 'n mate verswak het dat die benadering nie meer gebruik moet word as die basiese model om die sosioekonomiese toestand van arm kleurlinge te beskryf nie. Dit beteken egter nie dat daar nie nog steeds akute armoedeprobleme in sekere dele van die kleurlinggemeenskap bestaan nie. Huidige armoede-verligtingsbeleid moet fokus op werkskepping, gemeenskapsbou en onderwys.
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Ngamlana, Felicia Nolitha. "The impact of community development projects on unmployment in Mndantsane." Thesis, Nelson Mandela Metropolitan University, 2013.

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Unemployment in South Africa has been escalating over the past few years. Unemployment is the most serious economic problem facing South African society. It is not only partly responsible for the widespread poverty, continuing violence and an unacceptably high incidence of crime, but it deprives many South Africans of the privilege of fulfilling their vocation. There is no single satisfactory answer of unemployment and its impact on the economy of South Africa. The aim of the research report is to evaluate unemployment-curbing projects in the Mdantsane community in order to improve the living conditions of the inhabitants. In order to formulate a conceptual and theoretical framework of the study, a theoretical foundation of the study, unemployment frameworks, theories of development particularly local economic development, the meaning of Local Economic, development and theories underpinning Local economic development and related literature on unemployment. The research methodology for the study is descriptive, sourced from available literature. Due to the restricted extent of the research, no empirical survey will be conducted. A number of normative criteria to deal with the research problem will be identified from the available literature, from which conclusions will be drawn and recommendations made.
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Msutu, Ntombethemba Lungisa. "Evaluation of community participation in a rural development project." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1665.

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People have their own different understanding of the meaning of participation. Thus cannot put one meaning to participation. As a woman who grew up in the rural areas for most of my life, I have witnessed the problems in most of the rural development projects. I have first ‐ hand experience of how the unavailability of these projects has affected the rural communities at large, at the same time, I have witnessed how those who have managed to get some of these projects started have benefitted more ways than one way in these rural development projects. Some of these projects have become a success and some have failed dismally. What contributed to the success or failure of these very important projects needs to be examined. More importantly, the level of community participation needs to be evaluated. Relatively few studies have been conducted to evaluate community participation in rural development projects. Some, if not most of the remote villages in the Eastern Cape Province are still without those basic necessities the government has promised, such as the building of houses and provision of clean water. Another sad story is that not enough is done to educate and empower rural communities about their basic rights and needs. Hence, one of the focal points to the study is to scrutinize the level of participation of the community, as some may be suffering from ignorance, apathy and lack of motivation. to scrutinize their level of participation (community participation). As some may be suffering from ignorance, apathy and lack of motivation.
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Mostert-Wentzel, Karien. "Development of standards for undergraduate community physiotherapy education in South Africa." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/32938.

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Introduction: Education of physiotherapists still fails to meet the health and social needs of society. One instrument to steer change in health sciences education is a re-designed curriculum. The overall intent of this study was to develop standards of competencies, teaching and learning strategies, and assessment, for an undergraduate community physiotherapy curriculum in South Africa. The grounding for this research was pragmatism. The Six-step model for curriculum development and the Clinical Prevention and Population Health Curriculum framework guided the research process and main analysis. Methods : A sequential mixed method design was used. First, a two-phase parallel situation analysis was conducted which included a qualitative document analysis of community physiotherapy curricula of the eight physiotherapy university departments in South Africa and a review of health policy documents. The experience of 12 purposively selected physiotherapists who had completed a compulsory community service year was qualitatively explored through interviews within an appreciative inquiry stance. In phase 2, input was gained from physiotherapists, from all ecological levels, on the community physiotherapy curriculum through a Delphi study. Three rounds were used. Round 1 explored the roles of physiotherapy in community health, round 2 quantified consensus in overarching competency domains, and round 3 gathered learning and teaching, and assessment, strategies to gain these competencies. Results : All eight universities had gaps in their community physiotherapy curriculum and were variedly aligned with South African health policies and health profile. Graduates need to be able to provide physiotherapy over the lifespan, to conditions mirroring the quadruple burden of disease, in settings varying from hospitals to homes of clients, with emphasis on health education and promotion within an interprofessional team. They must be prepared for suboptimal practice environments and to utilise the compulsory community service year as a gateway in professional development. Graduates need resilience to cope during the year and awareness about the importance of identifying a mentor in the frequent absence of a profession-specific supervisor. Community physiotherapy needs three core knowledge and skill sets; i.e. clinical physiotherapy, population health and community development. Consensus of 70%+ was gained on competency criteria in the domains of the following professional roles: clinician, professional, communicator and collaborator, scholar, health promoter, public health practitioner, community developer (change agent), and manager/leader. Service-learning was identified as a strategy to develop these roles supported by learning and assessment portfolios. Reflection in different formats – essays, presentations, case analysis, projects such as community wellness programmes, diaries - is a core activity to facilitate learning. A range of complementary strategies were suggested that included direct observation, role-play, and journal clubs. Core to assessment for professional competencies is for the students to be able to give evidence of their own learning (e.g. in a portfolio or oral examination) and to get frequent formative feedback. Conclusion : The physiotherapy profession is important for improving the health status of the South African population. Physiotherapy students should be educated to take on relevant professional roles through the application of appropriate educational standards. The study recommends that the curriculum standards be implemented and evaluated and that the application of complex theory in the further development and implementation of the curriculum be investigated. Lastly, future research in the generic professional domains, such as public health and community development, should be interprofessional in nature.
Thesis (PhD)--University of Pretoria, 2013.
gm2013
Physiology
Unrestricted
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Nelson, Erika Denise. "A Community Perspective on Volunteer Tourism and Development in South Africa." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1279848801.

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Dube, Nobayethi. "Evaluating community participation in development projects." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2139.

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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2009.
Community participation is a concept that is frequently mentioned in community development. Practitioners in development believe that in order for projects to succeed, communities need to actively take part in designing, implementing and shaping the projects that affect them. The aim of this thesis is to evaluate community participation by measuring quantitative and qualitative indicators of participation. It is important to note that there are no universal indicators of participation. The thesis presents three projects as case studies. In order to measure participation in the three cases, the quantitative and qualitative indicators of participation of Oakley et al. are reviewed. The indicators are applied across all three cases and the analysis indicates whether they were high, low or absent. It is also important to note that to measure participation effectively requires one to spend lengthy periods at the project site and this proved to be a challenge, as will be shown in the thesis. The thesis also demonstrates that to a large extent community participation is contextual. Of the three projects, two were rural projects and one an urban project. The two rural projects, Mongoaneng Development Forum and TsweloPele Women‟s Co-operative, were initiated by members of the community and aimed at addressing issues of poverty. The urban project, Motherwell Youth Development Forum, was specifically targeting young people with the aim of providing them with skills. Key findings include the fact that each of the cases was highly diverse, and furthermore, when measuring these cases, a common thread was that not all participation indicators were present at any given stage. Another key finding is that co-operation amongst project members tends to yield positive results and the reverse yields negative results. Another finding relates to the sustainability of the projects, pointing to the fact that even though two of the cases were doing well, their sustainability was questionable.
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Nel, E. L. "Regional and local economic development strategies in the Eastern Cape and guidelines for future development." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1005524.

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Local Economic Development (LED) is an applied economic development strategy which seeks to address site-specific needs through locally appropriate solutions. In this thesis, the faith being accorded to the potential of LED in South Africa is critically examined. The study is based on a detailed examination of the experience of regional development and several emerging cases of LED in the Eastern Cape Province of South Africa. High levels of poverty and unemployment necessitate and justify innovative approaches to address such problems. The thesis examines the potential of LED strategies and identifies applied policy guidelines which can help address the Province's development needs. The theoretical framework of this research is based on a critical examination of international and South African literature dealing with development issues, LED and localities theory. A detailed documentary examination of early LED endeavours and the experience of regional development in the present century was undertaken. Results suggest that LED is not a new concept and that regional development, through its political bias, achieved only limited success. Contemporary examples of LED were identified and examined through detailed site-specific investigations. This was carried out through the use of semistructured interviews supplemented by participatory rural appraisal and questionnaire surveys which served as a means to triangulate the results. The research findings indicate that regional development, as applied in the study area, did not lead to the establishment of a permanent industrial base. In terms of the concept of LED, it is apparent that it has allowed for socio-political empowerment but has only improved economic conditions in the more well-endowed case-studies. In these areas, positive antecedent conditions and the key role played by community supportive nongovernmental organizations is apparent. Despite the limited degree of success which many initiatives attain, the thesis regards LED as a development alternative for areas which are unlikely to draw in external investment. Some of the key contributions of the thesis include the advancement of a refined typology of LED, the development of a research schedule to investigate and assess LED initiatives and the postulation of appropriate development guidelines and theoretical constructs.
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Ntlonze, Chapman Mphuthumi. "Project management training for community development." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52418.

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Thesis (MPA)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: The Government of South Africa introduced the Reconstruction and Development Programme (RDP) as a means of addressing the sub-standard, living conditions many underprivileged and disadvantaged societies were experiencing in the country. That gave community development impetus. The RDP, as a government policy, presupposed that public institutions would be responsible for its implementation. That implied that public officials, inter alia, would have to facilitate community development. This change agent status of public officials also implied that they would have, out of necessity and demand, to acquire or to demonstrate knowledge of project and community development management skills. Management sciences argue that an organisations' effectiveness is, amongst other, the result of interplay between the internal capacity (inputs), outputs (production) and outcomes (impacts). Internal capacity includes, among others, the training of personnel for the achievement of goals. This study, as stated in the research question, seeks to explain the relationship between project management training and effective community development. It seeks to establish whether there are a significant number of public officials who are trained in project management for community development. The study focuses on the Province of the Eastern Cape, especially the Department of Sport, Recreation, Arts and Culture, with special reference to cultural officers. The study further presents the Willowvale Case Study to demonstrate in a practical way the relevance of project management skills to the implementation of community development programmes. This case study also serves as base to launch arguments in favour of trained public officials. The research results suggest that public officials, especially cultural officers, lack project management skills. These findings presuppose that the implementation of some community development projects may be flawed, delayed or postponed. The study recommends that the Province of the Eastern Cape consider setting up an interdepartmental body for the purpose of establishing an integrated project and community development training policy, in consultation with relevant tertiary institutions for support and advice.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse regering het die Heropbou- en Ontwikkelingsprogram (HOP) ingestel as instrument om die substandaard lewensomstandighede wat verskeie minderbevoorregte en agtergestelde gemeenskappe in die land ervaar, aan te spreek. Die HOP, as regeringsbeleid veronderstel dat openbare instellings verantwoordelik is vir die implementering daarvan. Dit impliseer dat openbare amptenare, onder andere, gemeenskapsontwikkeling moet fasiliteer. Hierdie veranderingsagent status van openbare amptenare impliseer dat hulle as 'n noodsaaklikheid vaardighede in projekbestuur en gemeenskapsontwikkeling moet bekom of oor beskik. In die bestuurswetenskappe word geargumenteer dat organisatoriese effektiwiteit onder andere die resultaat is van 'n verwantskap tussen interne kapasiteit, uitsette en uitkomste. Interne kapasiteit fokus onder andere weer op opleiding vir die bereiking van doelwitte. Hierdie studie poog om die verhouding tussen projekbestuursopleiding en effektiewe gemeenskapsontwikkeling te verklaar. Die studie probeer bepaal of 'n saakmakende hoeveelheid openbare amptenare opgelei is in projekbestuur vir gemeenskapsontwikkeling. Die studie fokus op die Provinsie van die Oos-Kaap, spesifiek die Department van Sport, Ontspanning, Kuns en Kultuur, met spesiale verwysing na kultuurbeamptes. 'n Gevalstudie van die Willowvale gemeenskap demonstreer op 'n praktiese wyse die relevansie van projekbestuursvaardighede vir die implimentering van gemeenskapsontwikkelingprogramme. Die gevalstudie verskaf ook 'n basis vir argumente ten gunste van opgeleide openbare amptenare. Die resultate van die studie suggereer dat openbare amptenare, veral kultuurbeamptes projekbestuursvaardighede kortkom. Hierdie bevindinge dui daarop dat die implementering van sekere gemeenskapsontwikkelingsprojekte beperkinge het, vertraag word en selfs gestaak kan word. Die studie beveel aan dat die Provinsie van die Oos-Kaap dit oorweeg om 'n interdepartementele liggaam te vestig. Die doel hiervan moet wees om 'n geïntegreerde Projek- en Gemeenskapsontwikkeling Opleidingsbeleid in konsultasie met relevante tersiêre instellings in te stel.
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Books on the topic "Community development - South Africa - Katlehong"

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Michael, Sinclair. Community development in South Africa: A guide for American donors. Washington, D.C. (1755 Massachusetts Ave. N.W., Washington 20036): Investor Responsibility Research Center, 1986.

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Liberation and development: Black Consciousness community programs in South Africa. East Lansing: Michigan State University Press, 2016.

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Focus on music of South Africa. 2nd ed. New York: Routledge, 2008.

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Community, Southern African Development, ed. 28th SADC Summit: South Africa, 9-17 August 2008. Kwa Zulu Natal, South Africa: A.C. Brabys, 2008.

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Cross, Catherine. Coming clean: Creating transparency in development funding in South Africa. Durban: Indicator Press, CSDS, University of Natal, 1995.

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Vivienne, Ward, ed. Community contact: How communities can plan and conduct exchange visits and study tours : based on experiences in Botswana, Namibia, South Africa, Zambia, and Zimbabwe. [Namibia: SADC-DRFN Desertification Interact, 2003.

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David, Dewar. Urban management and economic integration in South Africa. Cape Town: published for Africa Institute for Policy Analysis and Economic Integration by Francolin Publishers, 1999.

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Gulati, Anita. Tango in the dark: Government and voluntary sector partnerships in the new South Africa. Braamfontein, Johannesburg: Community Agency for Social Enquiry, 1996.

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Manchip, Sue. Masiphumelele: A case study of the role of the Development Action Group in the informal community of Noordhoek. Observatory, Cape Town: Development Action Group, 1996.

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Urban development planning: Lessons for the economic reconstruction of South Africa's cities. Johannesburg: Witwatersrand University Press, 1994.

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Book chapters on the topic "Community development - South Africa - Katlehong"

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Cook, Ian Gillespie, Jamie P. Halsall, and Paresh Wankhade. "South Africa." In Sociability, Social Capital, and Community Development, 69–82. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11484-2_6.

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Abegunrin, Olayiwola. "Southern African Development Community and the New South Africa." In Africa in Global Politics in the Twenty-First Century, 69–81. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623903_5.

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Cook, Philip, and Lesley du Toit. "Circles of Care: Community-Based Child Protection in South Africa." In Children's Rights and International Development, 269–92. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119253_13.

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John, V. M. "The Complexities and Challenges of Community Development in Post-Conflict South Africa." In The Routledge Handbook of Community Development, 382–98. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315674100-27.

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Kwenge, Mpangi. "Migration and the Locality: Community Peacebuilding as a Deterrent to Collective Violence in South Africa." In Migration Conundrums, Regional Integration and Development, 193–212. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2478-3_8.

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De Jongh, Jo-Celene, Lucia Hess-April, and Nikki Vermeulen. "Reflecting on Ethics in Occupational Therapy Within Community Development Practice in South Africa." In Advancing Global Bioethics, 61–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93230-9_5.

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Nicolau, Melanie D., Rudi W. Pretorius, Anna E. de Jager, and Andrea Lombard. "Empowerment for Sustainability in a Community Context: Lifelong Learning and the Story of the BIG 5 Community Tourism Forum, Koffiekraal/Brakkuil (South Africa)." In Handbook of Lifelong Learning for Sustainable Development, 29–44. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63534-7_3.

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Ofoegbu, Chidiebere. "An Assessment of Factors Shaping Green Growth Uptake in the Forest Sector at Rural Community Level in South Africa." In Advances in African Economic, Social and Political Development, 229–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44180-7_10.

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Terry, Alan. "Understanding the Political Significance of Community Sustainable Development Indicators in Post-Apartheid South Africa: A Case Study from Sobantu Township, Pietermaritzburg." In Community Quality-of-Life Indicators: Best Cases IV, 121–40. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2243-1_6.

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Wilkinson-Maposa, Susan. "11. Jansenville Development Forum: linking community and government in the rural landscape of the Eastern Cape Province, South Africa." In From Clients to Citizens, 237–60. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2008. http://dx.doi.org/10.3362/9781780440187.011.

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Conference papers on the topic "Community development - South Africa - Katlehong"

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Schoeman, C. B., and T. P. Moroke. "Community expectations and urban development perspectives: urban development as experienced in South Africa." In THE SUSTAINABLE CITY 2013. Southampton, UK: WIT Press, 2013. http://dx.doi.org/10.2495/sc131102.

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KATUNGA, Natasha, James NJENGA, Leona CRAFFERT, Leo VAN AUDENHOVE, and Ilse MARIEN. "Using Social Media To Support Community Development: A Case Study Of E-Inclusion Intermediaries In Underprivileged Communities Of South Africa." In 2019 IST-Africa Week Conference (IST-Africa). IEEE, 2019. http://dx.doi.org/10.23919/istafrica.2019.8764854.

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Buso, S. "Environmental and community impacts of waste disposal in OR Tambo District Municipality (South Africa)." In SUSTAINABLE DEVELOPMENT AND PLANNING 2015, edited by M. D. V. Nakin, A. Abraham, and C. M. Musampa. Southampton, UK: WIT Press, 2015. http://dx.doi.org/10.2495/sdp150441.

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van Schalkwyk, B., C. Schoeman, and J. Cilliers. "Sustainable community development as an integral part of sectoral plans in South Africa." In THE SUSTAINABLE CITY 2013. Southampton, UK: WIT Press, 2013. http://dx.doi.org/10.2495/sc130221.

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Jacobs, SJ, and Marlien Herselman. "Information Access for Development: A Case Study at a Rural Community Centre in South Africa." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2969.

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This paper examines the theoretical linkage between ICT and advances within a business in a rural community in the North West Province of South Africa. Various aspects are addressed like services and service delivery mechanism, locally adapted content and context, realistic approach to technologies and financial sustainability. A rural community centre in Itsoseng was investigated regarding the above aspects and the results are provided. It became apparent that if these above aspects are not seen as integrated activities within a rural community, success is difficult to achieve. Success in providing human and institutional capacities that harness information and knowledge is imperative.
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James, Angela. "SCIENCE EDUCATION IN SOUTH AFRICA: ENGAGING THE NEW GENERATION OF STUDENT TEACHERS IN SERVICE-LEARNING FOR SUSTAINABLE DEVELOPMENT." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.53.

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Amidst student calls for a ‘Decolonised curriculum” and “Fees must fall” a renewed education is required. The research question - How students registered for a Service-Learning and Sustainable development focused module were challenged? 88 students, with 47 community based projects were engaged in the module. An interpretive paradigm with an exploratory, qualitative approach was used. Data gathering methods included class discussions, document analysis, visual methodologies and reflective diaries. The data analysis was deductively analysed. Students experienced great emotional and cognitive waves where social learning influenced their deep-learning, perceptions of themselves and the community and the actions to be taken. Keywords: service-learning, student teachers, sustainable development.
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van Schalkwyk, B., C. Schoeman, and J. Cilliers. "The interface between rural communities in South Africa and their urban counterparts: the significance for sustainable rural community development in the Vaalharts area." In SUSTAINABLE CITY 2014. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/sc140381.

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van der Walt, Jacobus, Albertus Buitendag, Jannie Zaaiman, and J. C. Jansen van Vuuren. "Community Living Lab as a Collaborative Innovation Environment." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3339.

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A Living Lab is a new way to deal with community-driven innovation in real-life contexts. The Living Lab concept is fuelled by knowledge sharing, collaboration and experimenting in open real environments. This research explores the sustainable development of community Living Labs within a South African context. The members of rural communities need sustainable development support in order to create jobs and alleviate poverty. In order to do so they need an open multidisciplinary research and systems thinking support environment which is facilitated in the Living Lab environment. The Living Lab approach provides its user group with an opportunity to develop a much deeper understanding of how the various components in their functional environment operate and interrelate. In the research community the Living Lab concept seems to be gaining increasing acceptance as a way to deal with innovation and to get insight into the innovation process. Several Living Labs are currently connected in a network of Living Labs, both in Europe and in South Africa aiming to share best practices and lessons learned. Creating an innovative software based management model for Living Labs for the greater South African region is also part of the research objectives. This paper presents two interrelated frameworks for the establishment of a Living Lab within a South African context. The paper also highlights the important role of holistic Systems thinking in a Living Lab environment.
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Rhodes, Jo. "Can E- Commerce Enable Marketing in an African Rural Women's Community Based Development Organisation?" In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2379.

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The World Bank Development Report (2000) findings show that at the macro level the most effective anti poverty policies are those that achieve equity through redistribution whilst simultaneously enhancing the efficiency of the markets used by poor people. It also found that even if markets work, poor people need assistance to overcome the obstacles that prevent them from freely accessing markets on an equal basis with other business groups. Investment in infrastructure and modern technologies such as ITC’s may break down some of the barriers of access such as physical remoteness and are cited by the World Bank as a potential solution to creating market access. However there is little existing research that examines this scenario at the micro level. This paper uses a case study- the Rural Women's Association (RWA) of Sekhuhkuneland, Northern Province, South Africa to examine if E- commerce can enable access to markets in a impoverished, under resourced rural location. This paper has 5 parts: Part 1 consists of the background and rationale for this study, Part 2 focuses on the education, business acumen and gender issues. Part 3 discusses the current market environment. Part 4 discusses possible business models that can integrate e-commerce in its implementation. Part 5 provides the research questions and the methodology for this study. The final discussion in this study provides us with a viable e- commerce model that could be used in a rural setting and could provide greater economic development for this community.
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Anderson, John Robert Beveridge. "Design and Development of the Msikaba and Mtentu River Bridges." In IABSE Conference, Kuala Lumpur 2018: Engineering the Developing World. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2018. http://dx.doi.org/10.2749/kualalumpur.2018.0497.

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<p>The story of the Msikaba and Mtentu River Bridges is a story about the Transkei Region in South Africa. The area’s unfenced rural landscape is considered unique and is characterised by steep gorges and rivers that run down to the Wild Coast. The civil engineers of the past avoided the area and the main highway connecting the ports of Durban and East London runs 200 km inland. This is now changing with the South African National Roads Agency’s SOC Ltd (SANRAL’s) procurement of the new N2 Wild Coast Road that will realign the highway within 30 km of the coast. The project includes two new crossings, one a 580 m span cable-stayed bridge, the other a 1.1 km long viaduct with a 260 m central balanced cantilever span, across the deepest gorges on the route. Their design and procurement is however driven not only by their physical environment but the need to create jobs, business opportunities for small local enterprises and community development projects that will leave a legacy and a long term economic benefit.</p>
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Reports on the topic "Community development - South Africa - Katlehong"

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Paving the Path: Preparing for Microbicide Introduction—Report of a Qualitative Study in South Africa. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1011.

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With recently accelerated support for the development of microbicides to prevent HIV transmission and the urgency of the global AIDS epidemic, it is important to begin to identify strategies for introducing a microbicide once it is proven safe and effective and is approved for use. This report presents results from a qualitative study that explored a range of issues likely to influence microbicide introduction—positively or negatively—at three levels: community, health service, and policy. The study, which identified critical issues to be addressed in building support for microbicides and facilitating a smooth introduction, was conducted between September 2002 and September 2003 in Langa, a peri-urban site in the Western Cape Province of South Africa, and at national and provincial levels. Through in-depth interviews and focus group discussions, this study explored and identified issues that could facilitate or undermine access to and use of microbicides. Respondents included community members, health care providers and managers, provincial- and national-level government officials, and representatives from national and provincial nongovernmental organizations and health professional bodies that influence policy.
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Paving the Path: Preparing for Microbicide Introduction—Report of a Qualitative Study in South Africa [Executive Summary]. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1010.

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With recently accelerated support for the development of microbicides to prevent HIV transmission and the urgency of the global AIDS epidemic, it is important to begin to identify strategies for introducing a microbicide once it is proven safe and effective and is approved for use. This executive summary presents results from a qualitative study that explored a range of issues likely to influence microbicide introduction at the community, health service, and policy levels. The study, which identified critical issues to be addressed in building support for microbicides and facilitating a smooth introduction, was conducted between September 2002 and September 2003 in Langa, a peri-urban site in the Western Cape Province of South Africa, and at national and provincial levels. Through in-depth interviews and focus group discussions, this study explored and identified issues that could facilitate or undermine access to and use of microbicides. Respondents included community members, health care providers and managers, provincial- and national-level government officials, and representatives from national and provincial nongovernmental organizations and health professional bodies that influence policy.
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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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