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1
Frankental, Sally. "Constructing identity in diaspora : Jewish Israeli migrants in Cape Town, South Africa." Doctoral thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/20449.
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Bibliography: p. 230-244.This study was conducted through systematic participant-observation from July 1994 to December 1996. Basic socio-demographic data were recorded and revealed considerable ·heterogeneity within the population. Formal and informal interviews, three focus group interviews and (selected) informants' diaries provided additional material. The study examines the construction of identity in diaspora and explores the relationships of individuals to places, groups and nation-states. Jews are shown to be the most salient local social category and language, cultural style and a sense of transience are shown to be the most significant boundary markers. The migrants' sharpest differentiation from local Jews is manifested in attitudes towards, and practice of, religion. Whether a partner is South African or Israeli was shown to be the single most important factor influencing patterns of interaction. Most studies treat Israelis abroad as immigrants while noting their insistence on transiency. Such studies also emphasize ambivalence and discomfort. In a South Africa still deeply divided by race and class, the migrants' status as middle-class whites greatly facilitates their integration. Their strong and self-confident identification as Israeli and their ongoing connectedness to Israeli society underlines distinctiveness. The combination of engagement with the local while maintaining distinctiveness, as well as past familiarity with multicultural and multilingual reality is utilized to negotiate the present, and results in a lived reality of 'comfortable contradiction' in the present. This condition accommodates multi-locality, multiple identifications and allegiances, and a simultaneous sense of both permanence and transience. The migrants' conflation of ethnic-religious and 'national' dimensions of identification (Jewishness and Israeliness), born in a particular societal context, leads, paradoxically, to distinguishing between membership of a nation and citizenship of a state. This distinction, it is argued, together with the migrants' middle-class status, further facilitates the comfortable contradiction of their transmigrant position. It is argued that while their instrumental engagement with diaspora and their understanding of responsible citizenship resembles past patterns of Jewish migration and adaptation, the absence of specifically Israeli (ethnic) communal structures suggests a departure from past patterns. The migrants' confidence in a sovereign independent nation-state and in their own identity, removes the sense of vulnerability that permeates most diaspora Jewish communities. These processes enable the migrants to live as 'normalized' Jews in a post-Zionist, post-modern, globalized world characterized by increasing electronic connectedness, mobility and hybridity. The ways in which the migrants in this study have negotiated and defined their place in the world suggests that a strong national identity is compatible with a cosmopolitan orientation to multicultural reality.
2
Shain, Milton. "The foundations of antisemitism in South Africa : images of the Jew c.1870-1930." Doctoral thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22475.
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Bibliography: pages 366-388.Historians of South African Jewry have depicted antisemitism in the 1930s and early 1940s as essentially an alien phenomenon, a product of Nazi propaganda at a time of great social and economic trauma. This thesis argues that antisemitism was an important element in South African society long before 1930 and that the roots of anti-Jewish outbursts in the 1930s and early 1940s are to be found in a widely-shared negative stereotype of the Jew that had developed out of an ambivalent image dating back to the 1880s. By then two embryonic but nevertheless distinctive images of the Jew had evolved: the gentleman - characterised by sobriety, enterprise and loyalty - and the knave, characterised by dishonesty and cunning. The influx of eastern European 'Peruvians' in the 1890s and the emergence of the cosmopolitan financier at the turn of the century further contributed towards the evolution of an anti-Jewish stereotype. By 1914, favourable perceptions of the Jew, associated mainly with the acculturated Anglo-German pioneer Jews, had eroded substantially and the eastern European Jew by and large defined the essence and nature of 'Jewishness'. Even those who separated the acculturated and urbane Jew from the eastern European newcomer exaggerated Jewish power and influence. Herein lay the convergence between the philosemitic and the antisemitic view. War-time accusations of avoiding military service, followed by the association of Jews with Bolshevism, consolidated the anti-Jewish stereotype. In the context of the post-war economic depression and burgeoning black radicalism, the eastern European Jew emerged as the archetypical subversive. Thus the Rand Rebellion of 1922 could be construed as a Bolshevik revolt. As eugenist and nativist arguments penetrated South African discourse, eastern European immigrants were increasingly perceived as a threat to the 'Nordic' character of South African society as well as a challenge to the hegemony of the English mercantile establishment. Nevertheless antisemitism in the crude and programmatic sense was rejected. The 1930 Quota Act ushered in a change and heralded the transformation of 'private' antisemitism into 'public' antisemitism. While this transformation was clearly related to specific contingencies of the 1930s, this thesis argues that there is a connection and a continuity between anti-Jewish sentiment, as manifested in the image of the Jew prior to 1930, and anti-Jewish outbursts and programmes of the 1930s and early 1940s. In short, anti-Jewish rhetoric at this time resonated precisely because a negative Jewish stereotype had been elaborated and diffused for decades.
3
Aviram-Freedman, Eilat. ""Making oranges from lemons": experiences of support of South African Jewish senior citizens following the emigration of their children." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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Family is widely expected to be the main source of support for Senior Citizens and, like many religions and cultures, the Jewish tradition has expectations of filial obligations of care. South Africa and its Jewish community have experienced increased emigration over the last decade resulting in many Senior Citizens remaining in South Africa after all their children have emigrated. A phenomenological methodology was used in this study, with the aim of gaining more understanding, firstly about what is experienced by Senior Citizens as beneficial and not beneficial in regards to support in general and secondly about the challenges of later stages of life from Senior Citizens&rsquoperspective, especially without expected support of offspring. In-depth interviews were conducted with eight Jewish women, aged over 75, who find themselves in such a position. Their experiences are described in terms of social, practical, emotional and spiritual support as well as in terms of the contextual experiences that necessitate support. The overall experience was found to be one of managing aloneness and dealing with the loss of family and its accompanying sense of belonging. It includes constantly missing one&rsquo
s family, trying to keep in satisfyingly regular contact and trying to comprehend, justify and accept their emigration in terms of expected intergenerational roles. It demands adjusting to constant changes in supports and in one&rsquo
s independence and identity and finding the motivation to strive to remain alive and discover meaning in the painful situation. In the face of all this, there is also a discovery of previously unsuspected new strengths in being able to cope with these difficulties and an exciting new sense of liberation in catering only for oneself. A model of perceived Ideal Support was uncovered comprising a hierarchy of needs within such support, including
Consistency, Reliability, Role Fulfilment, Desire to Support, Respect, Dignity, Enabled Independence, Affection, Like-Mindedness and Belonging.
4
Sakinofsky, Phyllis Celia. "Imprints of memories, shadows and silences shaping the Jewish South African story /." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/47942.
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Thesis contains the novel "Waterval" by Phyllis Sakinofsky.Thesis (PhD)--Macquarie University, Faculty of Arts, Department of Media, Music, and Cultural Studies, 2009.
Bibliography: p. 128-138.
PART ONE -- Introduction -- Section One -- Early history -- The apartheid years - two realities -- Post-apartheid South Africa -- The creative response of Jews to apartheid -- Section Two -- Our relationship with the past: placing narrative in the context of history -- Rememory and representation -- Telling the truth through stories -- Section Three -- Imprints of memories, shadows and silences: shaping the Jewish South African story -- PART TWO -- Waterval: a work of fiction by Phyllis Sakinofsky
This is a non-traditional thesis which comprises a work of fiction and a dissertation. -- The novel is set in South Africa and provides an account of events that took place among three families, Jewish, Coloured and Afrikaans, over three generations. -- The dissertation is constructed in three sections. The first section describes the settlement of South Africa's Jewish community, its divergent responses to apartheid and how this is mirrored in its literary output. -- In the second section, the relationship between history and fiction since the advent of postmodernism is discussed, how there has been a demand for historical truthfulness through multiple points of view and how consequently there has been an upsurge in memories and memorials for those previously denigrated as the defeated or victims. -- Fiction has been re-valued because it is through the novel that these once-submerged stories are being told. The novel has the capacity to explore uncomfortable or silenced episodes in our history, tell important truths and record stories and losses in a meaningful and relevant way. A novel might be shaped by history but it is through the writer's insights and interpretations that messages or meanings can reach many. -- South Africa's Truth and Reconciliation Commission report is an example of how the written word can expose the relationship between the re-telling of history and finding an alternate truth. By recording the many conflicting stories of its peoples, it has linked truth and literature, ensuring an indelible imprint on the country's future writing. The past cannot be changed, but how the nation deals with it in the future will be determined by language and narrative. -- The final section is self-reflexive and illustrates the symbiotic bond between the research and creative components, citing examples from the dissertation of how the two streams influenced one another.
Mode of access: World Wide Web.
145 p
5
Krut, Riva Michal. "Building a home and a community Jews in Johannesburg, 1886-1914 /." Thesis, Online version, 1985. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.283124.
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6
Coetzee, Annas Jacob. "Kurrikulum 2005: 'n ontleding van opvoeders se motivering." Thesis, Cape Technikon, 2002. http://hdl.handle.net/20.500.11838/961.
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Thesis (MTech(Management))-- Cape Technikon, 2002Outcomes-based Education was introduced to the South African education system in 1996 with the implementation of Curriculum 2005. The first post-apartheid Minister of Education, Professor Sibusiso Bhengu, set himself the task of radically reforming the education system and of eliminating everything which had emanated from the apartheid regime. This work has been continued by the present Minister of Education, Mc Kadar Asmal. The reformation of the education system and the implementation of Curriculum 2005 by the government was based on the advice of international experts. This advice was garnered at a premium in costs, but there is a general view that South African circumstances were not always taken into consideration. In many instances there is a feeling that Curriculum 2005 was forced upon the educators. This study focuses on education in South Africa, past and present, as well as the perceptions of Curriculum 2005 by educators, and whether educators are really motivated by it. This study also focuses on certain problematic areas in Curriculum 2005 and suggests possible solutions.
7
Ngwenya, Faith. "Water quality trends in the Eerste River, Western Cape, 1990 - 2005." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2843_1189582559.
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The Eerste River is a river system which has, over the years, been subjected to human interference. The purpose of this study was to investigatge temporal and spatial trends in the water quality of the Eerste River between 1990 and 2005. The study results revealed that the major trends in the water quality of the Eerste River are more spatial than temporal.
8
De, Waal Trevor Garfield. "Curriculum 2005: challenges facing teachers in historically disadvantaged schools in the Western Cape." University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The quest for change in the new South Africa on political , economical and social frontiers were primarily directed at entrance into the global markets, establishing democracy and leveling the playing fields amongst South Africa&rsquos diverse population. Those previously disenfranchised on political, economical and social grounds waited in anticipation on the rewards for their participation in the struggle against the discriminative minority regime of the past. These rewards would be in the form of radical policy changes sometimes far removed from the realities of the ordinary citizen. These reforms especially those on the educational level would prove to be flawed with constraints not anticipated by these policy developers as well as the government of the day. The educational transformation process was thus deemed as significant in order to address equity and equality and in so doing also provide skilled citizens which are able to be globally competitive.
These educational changes in terms of schools were externalised in the form of Curriculum 2005 and Outcomes-based Education. Curriculum 2005 was viewed as a planned framework (process) of curriculum innovation underpinned by factors such as redress, access, equity and development. Outcomes-based Education in turn was the approach focusing on what is learned and how learning is taken place. This study will focus on Curriculum 2005 and OBE as education transformation tools and to what extent grade 7 teachers as implementers and modifiers understand and practice C2005 and OBE in their respective classrooms. One of the biggest problems facing the educational transformation process is the fact that there exists a gap between theory (policy) and practice (implementation). This gap can be attributed to different factors present in the historical disadvantaged school context in South Africa.
This study will follow a qualitative approach which is directed at an inquiry process of understanding based on a distinct methodological approach. Data- gathering tools such as direct observation, structured interviews and questionnaires will be used. The research was primarily conducted in historically disadvantaged schools in the Metropole-east circuit of the Western Cape Educational Department. The sample was made up of schools in Macassar, Firgrove, Somerset-West, Strand, Temperance Town and Sir Lowry&rsquo
s Pass.
9
Ndilele, Theodora Zola. "The effectiveness of school nutrition programme of the Eastern Cape Department of Education." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2005.
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This dissertation is about the National School Nutrition Programme (NSNP) in South Africa. This Programme was introduced by government in 1994 with the aim of alleviating poverty; unemployment and improving learning capacity of children. Specifically, it is intended to help poor children and to empower poverty-stricken communities, particularly in the rural areas across all the nine provinces. The focus of this study is on the investigation of effectiveness and efficient management of the Programme in the Eastern Cape Province, with specific reference to Mhlontlo District. Mhlontlo district is one of the predominantly rural areas in the province of the Eastern Cape, a remote area characterized by high levels of poverty and unemployment, and low levels of infrastructural developments. Surrounding Schools in the area are also affected by these problems. Learners at these schools are from poor families. It is for this reason that this scheme becomes important as it is most needed and, to effectively and efficiently realise its intended objectives, it must be properly managed. The main theme of the study revolves around effective and efficient service delivery that must be taken as the first priority in the management of NSNP. Factors that contribute to efficiency and effectiveness must be taken into consideration by all stakeholders and are outlined as follows: The aims in this study is to assess the effectiveness of management of the National School Nutrition Programme at Mhlontlo district in the eastern Cape, to identity shortcomings in the management of the Programme and to suggest possible remedies to improve the management of the Programme to effective service delivery. Against the background of the problem statement, the following questions were posited. How can the management of the National School Nutrition Programme with specific reference to Mhlontlo district be enhanced to ensure that its intended objectives are realized? What effect will improved management have on service delivery in the National School Nutrition Programme? And how will adherence to the Batho Pele Principles improve service delivery in schools with regard to the National School Nutrition Programme? The target population in this study was the learners, teachers and community of Schools around Mhlontlo District whose children are being catered for at school as respondents. Statistics of learners who are beneficiaries of this programme were obtained from surrounding Schools. The percentage of the response to the questions led to the results that services are not delivered as effectively as expected. The study concluded by recommendations of what national and provincial department of Education are required to do together with the school, service providers and the community in order to improve service delivery in schools that participate in the NSNP. Finally, the NSNP is for the deprived citizens of South Africa. The onus is on the community of Mhlontlo District, service providers, teachers and education authorities responsible for the NSNP to work together to make the programme effective for advancing the development of young people.
10
Wilkinson, Warren George. "Investigating systemic factors affecting science learning in Curriculum 2005 : case studies of two schools." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003470.
Full textAbstract:
The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.
11
Weil, Talana. "Die inskakeling van die Jode by die Afrikaanssprekende gemeenskap op die platteland van 1880 tot 1950." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51707.
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Thesis (MA)--Stellenbosch University, 2000.ENGLISH ABSTRACT: After 1880 more and more Jews (mostly of East European descent) moved into the rural areas of South Africa. Initially they travelled across the country as hawkers but later settled permanently in many of the smaller towns. In most cases they opened shops or started businesses of another kind. Due to the nature of their work the Jews mostly came into contact with the Afrikaans speaking community. Although these two groups differed considerably in many ways, especially as regards language and religion, the Jews adapted and integrated fairly quickly. They became involved with the Afrikaans speaking community in various ways and made a substantial contribution. Although their involvement in and contribution to the economy can be considered as the most important, they also played a considerable role in other areas such as politics, education, language, sport and recreation. The presence of the Jews in rural South Africa was important not only because of their integration with the Afrikaans speaking community and the contribution they made as a group, but also because of the extent to which the two groups influenced each other. Both groups were culturally enriched and the South African country town developed a unique character due to the presence or the Jews and their involvement in the life and activities of the townspeople. Although the Jews were influenced by the Afrikaans speaking community and thus acquired new cultural assets, they still to a large extent retained their Jewish identity. On the whole there was a very good relationship between the Afrikaans speaking rural population and the Jews. After 1950 an increasingly large number of Jews moved to the cities. The depopulation of the rural areas, as regards to Jews, took place to such an extent that today only a few Jewish families remain in rural areas.
AFRIKAANSE OPSOMMING: Na 1880 is Jode (hoofsaaklik van Oos-Europese afkoms) toenemend op die Suid- Afrikaanse platteland aangetref. Aanvanklik het hulle as smouse die landelike gebiede deurkruis. Later het hulle hulle egter permanent op die plattelandse dorpe gevestig - in die meeste gevalle het hulle 'n winkel of ander soort besigheid begin. Die Jode het uit die aard van hulle werk oorwegend met die Afrikaanssprekende gemeenskap in aanraking gekom. Alhoewel daar definitiewe verskille tussen dié twee groepe was, veral ten opsigte van godsdiens en taal, het die Jode redelik gou aangepas en ingeskakel. Hulle het op verskillende terreine by die Afrikaanssprekende gemeenskap betrokke geraak en 'n substansiële bydrae gelewer. Hoewel hulle betrokkenheid en bydrae tot die ekonomiese terrein as die belangrikste beskou kan word, het hulle ook op baie ander gebiede soos byvoorbeeld politiek, opvoeding, taal, sport en ontspanning belangrike bydraes gelewer. Die Jode se teenwoordigheid op die Suid-Afrikaanse platteland was nie slegs belangrik as gevolg van hulle inskakeling by die Afrikaanssprekende gemeenskap of die bydrae wat hulle as groep gelewer het nie, maar ook as gevolg van die mate waarin albei groepe mekaar beïnvloed het. Die Jode se aanwesigheid en hulle betrokkenheid by die dorp se bedrywighede en mense het meegebring dat albei groepe kultureel verryk is en dat die Suid-Afrikaanse platteland 'n unieke karakter verkry het. Hoewel die Jode deur die Afrikaanssprekende gemeenskap beïnvloed is en hulle as groep nuwe kultuurgoedere bygekry het, het hulle steeds in 'n groot mate hulle Joodse identiteit behou. Daar was oor die algemeen 'n baie goeie verhouding tussen die Afrikaanssprekende plattelanders en die Jode. Na ongeveer 1950 het daar geleidelik 'n toenemende getal Jode na die stede verhuis. Die ontvolking van die platteland met betrekking tot die Jode het in so 'n mate plaasgevind dat daar vandag slegs enkele Joodse gesinne op die meeste plattelandse dorpe oor is.
12
Rafferty, Kevin. "An investigation of the response of entities in the South African JSE ICT sector in 2005 to environmental sustainability reporting." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003874.
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Pressure is on organisations the world over to report to their stakeholders, not only on their economic performance, but also on their environmental and social performance. In South Africa the King II code of corporate governance provides the guidance and impetus for this integrated “triple bottom line” sustainability reporting. The ICT sector in South Africa has been cited as lagging behind other sectors with regards to sustainability reporting, particularly in environmental sustainability reporting. Many ICT organisations would appear to be using their office and service based existence as reasons for having little or no impact on the environment. The study of the impacts of ICT on environmental sustainability in this research suggests that this is not necessarily the case. An assessment tool based on the internationally recognised Global Reporting Initiative Guidelines was developed in this research to investigate the level of environmental sustainability reporting in the South African ICT sector. The investigation showed the level of environmental sustainability reporting in the sector’s 2005 annual reports to be low. To get an indication of the level of reporting in more developed countries, a small sample of international ICT and service organisations was assessed using the tool, which showed significantly higher levels of environmental sustainability reporting. A set of ICT specific environmental sustainability performance indicators are proposed to enhance and encourage more significant levels of environmental sustainability reporting in South Africa.
13
Khumalo, Four-Ten Enock. "Environment as integrating organiser: a case study of curriculum 2005 in KwaMhlanga, South Africa." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003393.
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Curriculum 2005 is an attempt by the South African government to create and implement a strategic plan to change the formal school curriculum. The new curriculum has 'integration' as one of its focal features. This study is an investigation of the use of' environment' as an integrating' organiser' in the senior phase of Curriculum 2005 in a selection of schools in the Mpumalanga province. While the Curriculum 2005 framework encourages curriculum integration, this is an area which might be neglected during implementation, because there is so little experience among teachers of working in an 'integrated' way. Environmental education is an approach to education which requires and facilitates curriculum integration. This study has the potential to contribute to our understanding of the integration of environmental learning across the new curriculum. Questionnaires and vignettes based on document analysis, follow-up interviews and classroom observations, involving a small group of teachers, were used in conducting the study. The investigation has revealed that participating teachers show a limited understanding of the constructs 'environment' and 'phase organiser'. Teachers do not take or introduce a critical perspective on the nature and causes of environmental issues. They treat the construct 'environment' and associated issues quite superficially when working with learners. Participating teachers generally misunderstood the concept 'phase organisers' and tended to interpret it in concepts associated with the curriculum framework they were used to. Curriculum 2005 also requires teachers to take on a more active curriculum development role. This study looked at four teachers' attempts to develop learning programme units, and at the way in which two teachers implement their curriculum plans focussing on 'environment', in the classroom. It was found that participating teachers do not always follow the same sequence or steps when developing a learning programme. Learning programme units were not considered in developmental sequence, they lacked some form of continuity and links between intended learning outcomes and teaching activities were also lacking. There was inadequate integration between learning areas. Furthermore, integration between knowledge, skills, values and attitudes was also not quite clear among the teachers, and they tended to deal with environmental knowledge in a rather limited way, focussing instead on the awareness and attitudes. These findings are of concern, and they are in keeping with the Curriculum 2005 Review Report, which highlighted the danger of inadequate focus on curriculum content. On overall teachers seem to be struggling with the whole notion of 'integration', even though environment as a phase organiser is meant to assist with curriculum integration. The thesis ends with recommendations on how teachers might be assisted to achieve meaningful curriculum integration, through using learning outcomes as well as content knowledge relevant to environmental learning.
14
Tigere, M. B. "Experiences of parents of children living with disabilities at Lehlaba Protective Workshop in Sekhukhune District of Limpopo Province." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/2005.
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Thesis (M. A. (Social Work)) --University of Limpopo, 2017.This study investigates experiences of parents of children living with physical and intellectual disabilities in South Africa’s Limpopo province. The study utilized a sample of 14 participants drawn using purposive sampling. An interview schedule with a set of questions was used to collect data. The results suggest that both positive and negative experiences are encountered by parents of children living with disabilities. Problems which children encounter on a daily basis have got also similar implications on their parents or guardians. This study has revealed that parents face many challenges ranging from personal, social, economic and financial. The study found out that it is actually more expensive, mental draining for parents of children living with disabilities to look after them. It emerged in the study that community negative attitudes on children with disabilities hinders their progress and results in social exclusion. The study also revealed that the majority of the parents believe that witchcraft had a hand in disabling their children. It also emerged that most of the parents of children living with disabilities hoped for a cure of the disabilities medically, traditionally and spiritually. However the study confirms that parents of children living with disabilities go through a cycle of denial fear, guilty, depression and acceptance after discovering that their child is disabled.
15
Nthulanyane, Malefa Regina. "Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/378.
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The purpose of the study was to investigate teacher receptivity of a new curriculum, in particular, the new integrated curriculum of South Africa. As the New Revised national curriculum Statement is starting to be operational this year, Curriculum 2005 was used as a model of an integrated curriculum in this study. The study focused on the following sub-problems: the meaning of an integrated curriculum; teacher receptivity of an integrated curriculum; and the extent to which teachers are receptive of the new integrated foundation phase curriculum. The review of relevant literature provided a conceptual framework for the study. Six dimensions of a curriculum that were regarded as critical in classroom practice for practicing teachers were identified and used to describe an integrated curriculum. These were: platform, learning outcomes, content, instructional materials, teaching and learning strategies and assessment. The conceptual framework for teacher receptivity was also identified by means of review of relevant literature. Teacher receptivity was conceptualised as comprising of attitudes and behavioral intentions. The empirical part of the study was undertaken to determine the attitudes of teachers towards an integrated foundation phase curriculum and the extent to which foundation phase teachers were receptive of the new curriculum. The sample for the empirical part of the study included 63 foundation phase teachers randomly selected from 21 schools in Herschel District. The schools were randomly selected from 3 zones which had been randomly selected from 7 zones that make up Hershel Educational District in the Eastern Cape, South Africa. Empirical data on teachers’ attitudes towards an integrated curriculum indicated that the majority of teachers were viewed the curriculum in an extremely positive light/somewhat positive light. There were responses which indicated that some teachers regarded the curriculum as complicated, restrictive, and idealistic. This situation is highlighted in their responses to the semantic differential on the attitude objects of the curriculum. Data on teacher receptivity indicated positive responses but vi there were some area of concern such as, for example, support from the district manager, school and the community. Data indicated that teachers were not so positive abut learning outcomes and assessment as a basis of teaching an integrated curriculum. Based on the empirical part of the study, conclusions and recommendations were made.
16
Malan, Sandra Ruth. "Celebrating cultural diversity : implementing an integrated approach to arts and culture in the intermediate phase of curriculum 2005." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16384.
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Thesis (M.Mus)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: Since its inception, educators across the board in South Africa have struggled to implement the new curriculum. Initial problems with terminology and availability of learning materials have been addressed, but still the resistance to Outcomes Based Education (0BE) and Curriculum 2005 (C2005) continues. Some of the reasons for the resistance point to feelings of disempowerment experienced by generalist and specialist educators who now have to teach the new Learning Area Arts and Culture. This has been attributed to, amongst others, a lack of training, resulting in feelings of inadequacy, inappropriate training for large multicultural classes and the lack of teaching resources. Another reason for the resistance has been described as a resistance to change. Many educators have found it difficult to make the paradigm shift from the previous educational system to OBE and C2005. The aim of the study is to research and explore ways of empowering educators to teach Arts and Culture. The new educational system is geared to redressing the imbalances of the past and giving more expression to the diversity of cultures represented in South African schools. Whereas the previous system was founded on exclusively Eurocentric ideology, principles and values, the new system aims at a more inclusive Afrocentric approach. However, criticisms leveled at C2005 have suggested that it is still basically Western in terms of values, terminology and methodology. This study is therefore aimed at investigating a culturally diverse music/arts curriculum, which draws on the wealth of resources, methods and modes readily accessible in South Africa. A comprehensive literature review guides the study towards a greater understanding of how cultural identities are formed out of a need to belong and how important recognition is to individuals and groups, particularly in terms of their diverse cultural expressions. Music and the arts are understood as being vitally important channels for expression of this diversity. Yet, true to the Afrocentric principle of holism, unity is found in diversity. As much common ground exists between an integrated approach and an Afrocentric approach to music/arts education, these principles are explored to determine whether they can be adapted for use in contemporary South African classrooms. An integrated project mode, which provides a balance between the specific knowledge contexts of the various Learning Areas and collaborative learning aimed at developing the natural links between learning areas to create a vibrant whole, is suggested. The researcher conducted an integrated project at her school with the common theme of "District Six" linking four Learning Areas and their components. Participatory action research using qualitative methods such as questionnaires were used to determine the feasibility of an integrated project mode of learning as a means of empowering educators to teach Arts and Culture. Subsequently recommendations were made regarding implementation.
AFRIKAANSE OPSOMMING: Sedert die instelling van die nuwe kurrikulum in Suid-Afrika het opvoeders gesukkel om dit te implementeer. Die aanvanklike probleme met terminologie en die gebrek aan geskikte bronne is aangespreek, maar die weerstand het nie verminder nie. Van die redes hiervoor verwys na gevoelens van ontmagtiging onder algemene en gespesialiseerde opvoeders wat die nuwe leergebied van Kuns en Kultuur moes aanbied. Die weerstand word toegeskryf aan, onder andere, gevoelens van ontoereikendheid, onvanpaste opleiding om met groot multi-kulturele klasse te werk en 'n gebrek aan onderrigbronne. 'n Ander rede is beskryf as teëstand teen verandering. Baie opvoeders het dit moeilik gevind om die paradigma-skuif te maak vanaf die vorige stelsel na Uitkoms Gebaseerde Onderwys (UG0) en Kurrikulum 2005 (K2005). Die doel van die studie is dus om navorsing te doen en ondersoek in te stel na maniere waarop opvoeders bemagtig kan word om Kuns en Kultuur aan te bied. Die nuwe opvoedingstelsel is gefokus op regstelling van die onewewigtighede van die verlede en op 'n groter uitdrukking van die kulturele diversiteit wat in Suid-Afrikaanse skole verteenwoordig is. Terwyl die vorige stelsel gebaseer was op 'n Eurosentriese ideologie, beginsels en waardes, is die nuwe gefokus op 'n Afrosentriese benadering. Tog is daar kritiek teen Kurrikulum 2005 juis omdat dit nog altyd gebaseer is op Westerse waardes, terminologie en metodes. Die studie gaan dus oor 'n kurrikulum vir musiek en die kunste wat inspirasie put uit die rykdom van Suid-Afrikaanse bronne, metodes en modusse. 'n Omvattende literatuur oorsig voer die studie tot die begrip dat kulturele identiteit gevorm word uit 'n behoefte om te behoort en deel te wees, hoe belangrik erkenning van individue en groepe is, veral om hul diverse kulturele identiteit uit te druk. Eie aan die Afrosenstriese beginsel van holisme kan eenheid binne diversiteit gevind word. Omdat daar baie gemeenskaplikheid bestaan tussen 'n geïntegreerde en 'n Afrosentriese benadering tot musiek/kuns opvoeding, word die beginsels verken om te bepaal of dit aangepas kon word vir gebruik in hedendaagse Suid- Afrikaanse klaskamers. 'n Geïntegreerde projek-modus word voorgestel, wat 'n balans skep tussen die spesifieke kontekste van kennis in verskeie Leerareas en koöperatiewe leer wat daarop gemik is om die natuurlike skakels tussen die verskillende Leerareas te ontwikkel sodat 'n groter geheel geskep word. Die navorser het by haar skool 'n geïntegreerde projek oor Distrik Ses geloods wat vier leergebiede, insluitend hul komponente, ingetrek het. Deelnemende aksie-navorsing soos vraelyste is gebruik om die uitvoerbaarheid van die geïntegreerde projek-metode te bepaal as 'n metode om opvoeders te bemagtig om Kuns en Kultuur by skole aan te bied. Dit sluit af met voorstelle wat gemaak is in verband met die implementering van die nuwe Kurrikulum.
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Burrows, Stephanie. "Suicide mortality in the South African context : exploring the role of social status and environmental circumstances /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-631-7810-9/.
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Raselabe, Matodzi Johannah. "Foundation phase educators' perception of curriculum 2005 in the Nzhelele West circuit." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3304.
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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.This study is centered on the perception of Foundation Phase educators in the Nzhelele West Circuit in the province of Limpopo of Curriculum 2005. The implementation of Curriculum 2005 created much uncertainty among these teachers. The study took the form of a survey of published and unpublished sources, questionnaires, interviews and observations. Respondents were made up of stakeholders affected by the introduction of the new curriculum. Recommendations have been made about how the new curriculum should have been planned, developed and implemented to make foundation phase educators feel confident and able to help in the interpretation and implementation of the curriculum so as to help achieve the developmental goals of the South African Education System.
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Attree, Elizabeth. "The literary responses to HIV and Aids in South Africa and Zimbabwe 1990-2005." Thesis, SOAS, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489400.
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Small, Rosalie. "Conversations about values in education in South Africa 2000 to 2005: A theoretical investigation." University of the Western Cape, 2011. http://hdl.handle.net/11394/8468.
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Philosophiae Doctor - PhDThe 'conversations' under investigation have all been initiated by the National Department of Education (DoE) and are identified in this thesis as the following: the Values Report (2000); Opening Pathways (2002), the Manifesto (2001); and the Baseline Report (2004). During 2000 the Minister of Education, who recognised the need for public discussion on values in education, appointed a working group to produce a document on values in education, namely the Values Report. That report proposed six values to be nurtured in schools. The DoE invited public comment on the Values Report and these comments were taken into account when a conference on values in education was held during February 2001, namely the Saamtrek Conference. Meanwhile, the DoE commissioned school-based research during 2000. The purpose of the research was to establish what meanings school communities assigned to the values that were proposed in the Values Report. The research findings were published in 2002, but an interim report, Opening Pathways, was published during 2001, and informed discussions at the Saamtrek Conference. The Manifesto was published later during 2001, and proposed ten values to be nurtured in schools. It also proposed sixteen educational strategies that could be employed to nurture these values. During 2004 the DoE again commissioned school-based research, the baseline research, which culminated in the Baseline Report. The purpose of the baseline research was to establish what were the perceptions and practices of school communities in respect of values and human rights. There was vigorous engagement with the issue of values in education during the first few years of the 21st century. During 2002 the DoE launched a Values in Education Programme of Action in order to promote the nurturing of values in education. One of the initiatives of this programme was the introduction of an Advanced Certificate in Education (ACE) programme aimed at practising teachers. This was the ACE: Integrating values and human rights across the curriculum, which was funded by the DoE, and offered at various institutions of Higher Education from July 2003 to June 2005. There was less vigorous engagement with the issue of values in education after 2004, when a new Minister of Education was appointed. An example of less vigorous engagement with values in education is the following: the ACE on values and human rights was not state-funded beyond 2005. It is against this background that I engaged with the mentioned conversations about values in education. My interest in conversations about values in education arose out of my involvement, from 2003 to 2005, with the ACE programme on values and human rights which was offered by the University of the Western Cape. My thesis format differs from the majority of theses in this country since my research was entirely text-based, thus devoid of fieldwork. This thesis corresponds to what I have identified as a topic-based format. Each chapter, with the exclusion of the .introductory, research methodology and conclusions and recommendations chapters, investigates a specific topic that forms part of the conversations about values in education. My research data consisted of conversations about values in education as captured in the documents mentioned above, namely the Values Report. Opening Pathways, the Manifesto and the Baseline Report. My thesis does not have a separate literature review chapter. Neither does it have a chapter in which research findings are presented, analysed and discussed. Separate chapters on a review of the literature and on presentation, analysis and discussion of research findings are usually features of a thesis which relies for its data on fieldwork. However, a review of the literature and research findings are infused in five of the eight chapters that comprise this thesis. I made use of relevant literature in order to interrogate DoE conversations about values in education. That interrogation led me to arrive at research findings in respect of DoE conversations about values in education. My research methodology was located within a qualitative research paradigm, with an interpretive metatheoretical approach. I identified my research design as philosophy as social practice, and my research method as philosophical investigation. I undertook an investigation of the grammar of these conversations about values in education, that is, an investigation of the arguments provided by the DoE for claims made in respect of values in education. That investigation included the following: a clarification of assumptions underpinning DoE arguments; uncovering of DoE conceptions about the goals and purposes of schooling; establishing the extent of continuity amongst DoE conversations; highlighting the extent of conceptual clarity in DoE conversation; and exploring what meanings are assigned by the DoE to value concepts. The investigation of the grammar of the relevant DoE conversations illuminated DoE engagement with the following concepts: 'values', 'character', 'morality', 'conversation', 'education', 'inquiry', 'schooling', 'ethics', 'citizenship' and 'whole school'. In the process of this investigation I developed a conceptual framework for thinking about values in education, engaged with the notion of developing shared understandings in respect of values in education, drew attention to inquiry as a type of conversation that is conceptually linked to education, and investigated the notion of deliberation as a way of nurturing values in education.
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Barnett, Luke. "An examination of labour discrimination in South Africa 2005-2008 : discussion and sensitivity analysis." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10111.
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Unemployment levels in South Africa are some of the highest in the world. Since the birth of democracy in 1994, the South African government has not only made employment a major focal point, but also the reduction in unemployment inequality. Using probit analysis, as well as non-linear decomposition techniques, this paper investigate the effects these policies have had on the labour market, in light of the recent economic recession experienced locally and abroad. Results indicate that racial labour discrimination still exists within the workplace, however whether this is due to differing endowments or pure discrimination is still a contentious issue.
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Siwisa, Buntu Sesibonga. ""This is people's water" : water services struggles and the new social movements in Mpumalanga, Durban, 1998-2005." Thesis, University of Oxford, 2006. http://ora.ox.ac.uk/objects/uuid:011c68b2-e112-4edb-a0f4-86c84d4480dd.
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This thesis forms part of the emerging studies on the backlogs in municipal services delivery and the attendant emergence of the new social movements in post-apartheid South Africa. It examines four areas. These are: the backlogs in water services delivery; the consequent politicisation of the water services struggles; the breakdown of social citizenship; and the nature, forms and the repertoire of the collective action of the new social movements. The thesis is based on fieldwork research I undertook in 2002 on the water services struggles in Mpumalanga, an African township located outside the small town of Hammarsdale in Durban. The fieldwork research results reveal the demographic characteristics of Mpumalanga and, more crucially, the extent of the water services crisis. The results evaluate the nature and the gravity of the water services delivery backlogs. More importantly, they gauge the depth of their involvement in the water services struggles in Mpumalanga and the extent of their success. These are weighed against the reports of the new social movements' involvement in the township by the leftist-cum-intellectual activists in Durban and by the leftist and mainstream media reports. They also revealed a detailed picture of the state of collective action in Durban, unearthing the nature and functioning of the Concerned Citizens' Forum (CCF), an umbrella-body of Durban-based social movements. The study questions the hallowed standing of the CCF, by claiming, through detailed study and fieldwork observation, that the CCF is given to 'crowd renting', lack of transparency, disorderly decision-making, racial and leadership crises. The thesis also contextualises the collective action programmes of the CCF by situating them in Mpumalanga's neighbourhood politics. By doing so, the reader encounters ruling party local councillors, opposition party local councillors, CCF leaders and intellectual-cum-activists, youth activists and local council officials and bureaucrats. The collusion and conflicts between these parties and stakeholders bring into the equation political opportunism, careerism, and the ruthless pursuit of financial gains. All these parties and variables reveal a complex and ever-shifting picture of collective action and the contentious politics of the new social movements in Mpumalanga and Durban, amidst the looming crisis of the breakdown of social citizenship, cost recovery and the water services struggles.
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Rulashe, Brenda Lavisa. "An evaluation of the implementation of curriculum 2005 in grade 7 in the Motherwell primary schools." Thesis, Port Elizabeth Technikon, 2004. http://hdl.handle.net/10948/231.
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This study focuses on the effective implementation of C2005 by the Grade 7 teachers in the Motherwell area. For teachers to meet the demands of the new curriculum, in-service training is needed to develop them to be competent in all the aspects required for the use of the OBE approach. The main research question is: How have Grade 7 teachers in Motherwell implemented C2005 in their classrooms? Questionnaires and interviews were used as tools to collect the data. The data was collected from five selected primary schools in the Motherwell area. The teachers’ responses obtained from questionnaires and interviews were analyzed both statistically (using tables) and descriptively (telling teachers’ stories). Responses determined the competence of teachers in four areas, namely, teaching methods, content, classroom organization and assessment of learners. An account of inservice training courses attended by teachers is provided. These courses revealed the problems encountered by teachers during the implementation process and the subsequent assisstance they received. The data provided in this study is in line with the research done by the Review Committee (Chisholm, 2000) in the Eastern Cape. Recommendations of the Review Committee gave rise to the establishment of the Revised National Curriculum Statement (RNCS). The responses from this study confirmed the need for retraining of teachers to develop their competences. This study urges the Department of Education to focus on establishing methods of training that will develop teachers in their teaching experience. The SMTs should also be able to assist teachers with the problems they encounter in their schools. Teachers should be able to take responsibility for their learners’ competence and take ownership of changes in their schools. The financial assistance of the National Research Foundation towards this research is hereby acknowledged. Opinions expressed in this thesis and conclusions arrived at, are those of the author and not necessarily to be attributed to the National Research Foundation
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Agere, Leonard Munyaradzi. "An evaluation of the role of child and youth care centres in the implementation of South Africa’s children’s act." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1015406.
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The aim of this study was to evaluate the role played by CYCCs to provide support and protection to children who have been found to be in need of care, according to the criteria given in the Children’s Act No. 38/2005 as amended. The study made use of a qualitative approach and the research design was provided by the case study. Data was gathered by means of semi-structured interviews and focus group discussions. The most important findings to emerge from the study were that the factors which affect the operation of CYCCs are either institutional, or else challenges arising from issues pertaining to infrastructure and human resources. However, it was also acknowledged that, despite the challenges which affect their ability to provide their services to young people, the CYCCs had also made progressive steps to halt the suppression of the fundamental rights of children. It has been recommended that the government should apply comprehensive funding to the objectives of the Children’s Act, which would entail increasing the subsidies to CYCCs. It has also been recommended that the Policy on Financial Rewards should call for the same benefits and salary scales to apply for professional staff working in the government and to those working in the CYCCs. The repercussions from failing to adjust to these recommendations will inevitably lead to the employment of a remedial model of care.
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Smith, Julie. "Social policy, welfare in urban services in South Africa : a case study of free basic water, indigency and citizenship in Eastwood, Pietermaritzburg, KwaZulu-Natal (2005-2007)." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1015231.
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This is an in-depth case study of urban water services to poor households and their interactions with local state power in the community of Eastwood, Pietermaritzburg, in the province of KwaZulu-Natal, South Africa, for the period 2005-2007. It draws especially on the experiences of poor women, exploring the conceptions and implications of the movement of municipal services into the realm of welfare-based urban service concessions. It interrogates what value municipal services, framed in the language and form of welfare but within a commodification milieu and in the context of shifting citizen-state relations offer the state apparatus and how such free basic service offerings are experienced by poor households at the level of domestic, social and economic functioning. The study adopts a fluid mixed-methodological approach to optimise exploration and interpretation. It argues that the interface of state service delivery and citizens is fraught with contradictions: core to this is the nature of state ' help.' Free basic water encompassed in the social wage did not improve the lives of poor households; instead it eroded original water access. Free basic water stole women's time spent on domestic activities; compromised appropriate water requirements, exacerbated service affordability problems and negatively affected household functioning. Poor households experienced the government's policy of free basic services as containment and punishment for being poor. The Indigent Policy activated the state's surveillance, disciplinary and control apparatus. In the absence of effective national regulation over municipalities and with financial shortfalls, street-level bureaucrats manipulated social policies to further municipal cost recovery goals and subjugate poor households. Social control and cheap governance were in symmetry. Citizens, desperate for relief, approached the state. Poor households were pushed into downgraded service packages or mercilessly pursued by municipally outsourced private debt collectors and disconnection companies. Municipalities competing for investments brought about by favourable credit ratings abandoned the humanity of their citizens. Such re-prioritisation of values had profound implications for governance and public trust. Citizens were jettisoned to the outskirts of municipal governance, resulting in a distinct confusion and anger towards the local state - and with it, major uncertainties regarding future stability, redistribution and equity.
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Ayshat, Mutalipova. "The Consolidation of Democracy in South Africa: A study of South Africa's Democratic Consolidation Between the years 2005-2015." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64917.
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Bello, Joshua A. "Fiscal policy and the growth of foreign direct investment in Sub-Saharan Africa (selected countries: Ghana, Kenya, Nigeria, and South Africa) /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/BELLO_JOSHUA_7.pdf.
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Visagie, Clarence Vernon. "Die impak van onderwysers se identiteitsbasis op hul ontvang en implementering van kurrikulum 2005 in sekere verafgelee skole van die Wes-Kaap." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7264_1255529685.
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This thesis was undertaken as an empirical study which focused on curriculum implementation in a remote geographical region in post-apartheid South Africa, known as the Overberg. The identity basis on which teachers receive and implement CUrriculum 2005 in the Overberg region, served as the cenrtal focus for undertaking this study. Accordingly, it was found that the personal, ontological, contextual, training, professional and pedagogical influences have had an impact on the composition of the identity basis of teachers in the Overberg region. The teachers received and implemented Curriculum 2005 in the light of the impact of their prior identities.
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Tshunungwa, Bongiwe Gcotyelwa. "The role of agricultural cooperatives in developing previously disadvantaged black rural communities in the Eastern Cape province since 2005 : the case study of Cannon Farm in Queenstown." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020795.
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The purpose of this study is to investigate the role played by agricultural cooperatives in developing the rural areas of the Eastern Cape Province. It also looks at the contributions by Government in promoting the establishment and the success of these cooperatives. The focus area was Cannon Farm in the Chris Hani District Municipality, where most of the people live below the poverty line, but have started agricultural cooperatives with the aim of eradicating poverty and developing their communities. The data for this research was gathered through group discussions and face-to-face interviews which were guided by a questionnaire. A document analysis was also conducted to fulfill all the research objectives. It has been found that agricultural cooperatives, as compared to any other type of cooperatives, are a major tool to eradicate poverty and bring economic development to rural communities. This is made possible not only by the full commitment and determination of cooperative members, but also by government which has also committed itself to providing a supportive legal environment for cooperatives (Cooperative Act No. 14 of 2005). The findings also show that, due to the challenges they are currently facing, agricultural cooperatives in the Eastern Cape Province have not yet reached their full potential. Therefore, it has been recommended that, such challenges need to be urgently addressed. As the United Nations (2001) highlights, agricultural cooperatives present themselves as an important element that can contribute to the realization of the Millennium Development Goals by 2015.
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Mankazana, Sobantu Vincent. "Investigation into the implementation of the childrens act no 38 of 2005 in mainstream schools in the Fort Beaufort education district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/502.
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In this study the focus is on the implementation of the Children’s Act in mainstream schools. The Children’s Act mandates that all children who are in need of care both in school and out of school should be taken care of and be protected. However, they are often not afforded the full opportunity to enjoy the benefits of this Act. This is due to various factors that hinder the process of its implementation in mainstream schools. The main emphasis of this study is on the factors that hinder the implementation of the Children’s Act. The aim of the Children’s Act is to look after and provide services and support to children in need of care and protection. In order to provide such services and support to children, one needs to first identify such learners in need of care and their needs. Having done this, the support needed can be assessed and provided. This process is not easily achieved in mainstream schools. This study seeks to determine the factors that discourage the implementation process of the Children’s Act in mainstream schools. Data collection for this study included face to face interviews with teachers who are principals of schools and Life Orientation teachers, a social workers and school nurse. The data was used to analyze and interpret the challenges that hinder the implementation of the Children’s Act in mainstream schools. Among others, the study found that there is a lack of collaboration among stakeholders and coordination of service delivery. Poor parental involvement and commitment to parent involvement programmes was also evident. However, to a limited degree, there is interaction between the schools and relevant government departments. The study recommends that multidisciplinary teams should be formed whereby scarce resources can be shared. Various professionals should have the opportunity to come together toshare ideas and information. In order to encourage identification of learners in need of care, it is recommended that, the peer groups or peer educators be established and awareness campaign be conducted in schools. The study also recommends that developmental assessment programmes be conducted. Developmental assessment programmes will help gather information directly from learners or from an appropriate adult in the child’s life. They provide frameworks which can be used as guides for eliciting and analysing information.
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Dlamini, Boyie. "Managememnt of Educational Change in mpumalanga Province in South Africa through the Implementation of Curriculum 2005." Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499824.
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Zide, George Sonwabo. "An analysis of the demand for new passenger vehicles in South Africa (1995-2005) / Sonwabo Zide." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10194.
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This dissertation analyses the determinants of demand for new passenger vehicles in South Africa over a ten-year period, between 1995 and 2005. The following investigation into the determinants of demand for new passenger cars, is based both on a statistical and empirical analysis of the performance of the South African new passenger car market. Firstly, in Chapter 2 a brief history of the South African motor in industry provides a background for the analysis which follows in this dissertation and gives some insight into the historical developments that created the structure of the industry during the period analysed by the study. The theoretical components of the thesis focus on the macro-economic theory of demand, which seeks to explain the influences which determine consumer demand when purchasing durable goods and more specifically new passenger cars. Chapter 3 explains how consumers trade off preferences and substitutes in their efforts to maximise their utility. When comparing the general theory of
demand to the theory of demand for durable goods and more specifically the theory of demand for new passenger cars, it is demonstrated that the theory of demand for new passenger cars is inherently different to that of non-durable goods. New passenger cars and other durable goods require a relatively higher investment, last longer than non-durable goods and literally retain some of their value, as they get older. Chapter 3 creates a theoretical foundation upon which the determinants of demand for passenger cars will be analysed in Chapter 4. Chapter 4 forms the base upon which the South African New Passenger Car Market will to be analysed. In Chapter 4 the study statistically and graphically analyses the primary economic determinants of demand for new passenger cars. The analyses first present the relationship between price and new passenger car demand. It was found that demand for new passenger cars was price elastic. It was also identified that price elasticity of demand changed over the ten-year period analysed. Next, the impact of population growth and personal disposable income on new passenger car demand was analysed. It was discovered that should the population grow faster than the economy; relative prices unchanged, personal disposable income will decline and thereby affect desired stocks of new passenger cars negatively. The effect of disposable income on the sale of new passenger cars was found to be income inelastic. Income elasticity also, however displayed signs of change over the analysed period. The effect of the rate of interest on the demand for the new passenger cars was also analysed. The analysis indicated that changes in interest rates resulted in changes of various proportions in all rates of interest in the economy; such an effect filtered through to the new passenger car market. After this, the effect of GDP on the demand for new passenger cars was examined. The examination found that changes in the new passenger car market correlated very closely with GDP growth changes, hence GDP changes served as an important indicator of the new passenger car market. The result of changes in the price of fuel on new passenger car demand was also examined. The result showed that the structure of the market, i.e. the size of cars, etc. was more affected than the volume of sales. Finally, the effect of the level of confidence in new passenger car demand was analysed. Business and consumer confidence were found to be good indicators of the new passenger car market.
Chapter 5 concluded and summarised the findings of the dissertation. The study also noted that the effects of South Africa’s upgraded public transport system in the form of the Bus Rapid Transport System (BRT) and the Gautrain on the demands of new passenger cars could be a case for future research.Thesis (MCom (Economics))--North-West University, Vaal Triangle Campus, 2012
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Parton, S. "The social support systems and quality of life indicators of Jewish seniors living in Milnerton and Surrounds /." Thesis, Link to online version, 2007. http://hdl.handle.net/10019/702.
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Genis, Amelia Jasmine. "Land reform in the news: An analysis of how certain South African newspapers covered land reform before and after the 2005 National Land Summit." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7299_1189161440.
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This thesis investigates land reform coverage at the time of the land summit through quantitative and qualitative content analysis. Hard news reports, editorials and opinion pieces that appeared in the daily newspapers Beeld, Business day, Sowetan and Sunday newspapers Rapport and Sunday Times between July and September 2005 were analysed in terms of what they reported , issues that received little attention, portrayal of certain issues and sources used. The findings were used to make inference about the degree to which the newspapers in the study fulfill their societal roles.
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Nontshokweni, Princess Nombeko. "Impact assessment of Transversal Training Management Agency (TTMA) training in performance improvement of the Eastern Cape provincial department of basic education (2005-2010)." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1001251.
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Training is widely conducted in organizations and is actively encouraged by the recent legislation in South Africa. Millions of Rands are spent building human resource capabilities. Organizations therefore need to know whether this investment in training is bearing fruit in terms of changes in individual performance and overall impact on service delivery. The need to improve Transversal Training Management Agency (TTMA) training programmes and skills development impact to government departments has triggered the survey. Three interdependent themes are explored: training evaluation in `government departments, influence of non-training factors and human dynamics between stakeholders in the training evaluation process. Structured questionnaires, based on best practises in literature were administered to key stakeholders involved in TTMA training programmes. Training managers and the Office of the Premier (OTP) Human Resource Development (HRD) officials were interviewed, while supervisors, trainees and trainers verified the data by post. Data were collected from the Department of Basic Education, Eastern Cape (EC), TTMA trainers and trainees. Findings show that The Department of Basic Education in the EC does not fully follow a system’s approach. Evaluations done during classroom sessions focus mainly on the reaction of participants to training and not on the behaviour change in the workplace. Training participants are not prepared for training; sometimes they do not even know why they attend training. Some trainees go to training just to get certificates that increase their CV’s for promotion purposes or to run away from the stressful work environment and not for individual growth. Recommendations to use a systemic evaluation approach and involvement of trainees in their career development process are made. Further research is recommended on the managing of non-training factors that impede learning transfer.
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Hunter, Mitchel Joffe. "Colonisers to Colonialists: European Jews and the workings of race as a political identity in the settler colony of South Africa." University of the Western Cape, 2020. http://hdl.handle.net/11394/7701.
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Masters of ArtThis thesis explores the shifting racial identification and politics of the emerging Jewish community in Southern Africa between the Anglo-Boer War in 1902 and the Union of South Africa in 1910. Through an investigation of their actions and thoughts on the cultural, economic, linguistic and political aspects of their lives, I show how the emerging Jewish community formed itself through the political subjectivity of White settlers. Understanding how racial categories were being amalgamated and partitioned in that period of state formation, I argue that the mainstream Jewish community colluded with the colonial state to join into the ‘unity of the White races’. I use Memmi’s (1967 [1957], pp. 19,45) analytic distinction between ‘coloniser’ – a European on African land - and ‘colonialist’ – a coloniser who supports colonialism and believes in its legitimacy - to examine how the process of subject formation is articulated through the political economy of racial capitalism and settler colonialism. When Jews from Eastern Europe (Yidn) began arriving in South Africa in the 1880s, they faced a settler population which simultaneously treated them as members of an undifferentiated European settler population, as candidates for assimilation into colonial Whiteness, and as dirty subjects under threat of colonial state violence. Though there were other possible responses to the colonial relationship that Yidn could have taken, such as linking the fight against antisemitism with other anti-racist and anti-colonial struggles, the community went through a process of colonialist refashioning. To understand this transformation, I focus on four aspects of life. Culturally, Yidn were classed as dirty subjects and Jewish communal institutions worked with the state to ‘clean’, i.e. ‘Whiten’ them up. Economically, Jews of all class positions learnt the exploitative practices of settlers in racial capitalism. Linguistically, Yiddish became classified as a European language by utilising racial hierarchies. And politically, Yidn became citizens by embracing the ideology of a White-only franchise. Focussing in on these processes of assimilation into power, I argue that the primary Jewish communal institutions embraced and internally enforced a colonialist political subjectivity. This thesis is based on archival research conducted in three archives in Cape Town carried out between February and May 2019, and extensive reading of previous historical studies to write a new narrative from previously known sources.
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Van, Zyl Leonie. "Sarah Goldblatt : letterkundige administratrise van C.J. Langenhoven." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53580.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: In 1932 the well-known Afrikaans writer and politician, C.J. Langenhoven, died in Oudtshoorn in his home, Arbeidsgenot. In his testament he appointed Sarah Goldblatt as the person responsible for the administration of his literary works. Sarah, a Jewish woman, immigrated to the Cape together with her family in 1897. The aim of this research was to find the possible reasons why Langenhoven chose an English speaking Jewish woman as his administrator. Jews were not accepted with open arms into the South African community, especially not Jews from Eastern Europe, the area where Sarah and her family came from. Anti-semitic feelings amongst the Afriaans population were especially strong during the thirties and forties. It was during this time, in 1932, that Sarah received the job as administrator. The period of research stretches from 1889 to 1975, from Sarah's birth to her death. A look is taken at the changing South African attitude towards Jews during Sarah's life. The role and position of the Afrikanerwomen during this time is also investigated. Oudtshoorn, the town in which Langenhoven lived and where the friendship between him and Sarah started, will also be put under the spotlight. Many Jews settled in this town and played an active part in the Oudtshoorn community. Not only the South African attitude towards Jews and women will be discussed, but also Langenhoven's and Sarah's personal perspectives on these subjects. Both their friendship and work relationship will be discussed. Their philosophy of life and their relationship will cast light on the reasons why Langenhoven finally decided to appoint Sarah as the administrator of his literary works. Sarah's greatest achievements were directly involved with Langenhoven. Opinions differ about the influence Sarah had on the way the South African community saw Langenhoven. The work as administrator for the literary works was not all Sarah did. Therefore a review on Sarah's contribution to the Afrikaans language and culture is also provided.
AFRIKAANSE OPSOMMING: In 1932 is die bekende Afrikaanse skrywer en politikus, C.J. Langenhoven, op Oudtshoorn in sy huis Arbeidsgenot oorlewe. In sy testament het hy vir Sarah Goldblatt as administratrise van sy letterkundige nalatenskap aangewys. Sarah, 'n Joodse vrou, het in 1897 saam met haar gesin na die Kaap geïmmigreer en die in die studie word ondersoek ingestel na die redes waarom Langenhoven hierdie vrou as sy administratrise aangewys het. Suid-Afrika het nie altyd die Jode met ope arms ontvang nie, veral nie Jode vanuit Oos-Europa, die gebied waarvan Sarah en haar gesin afkomstig was, nie. Spesifiek gedurende die dertiger- en veertigerjare was daar 'n sterk antisemitiese gevoelonder Afrikanergeledere teenwoordig. Dit was juis in 1932 wat Sarah die taak as administratrise opgelê is. Die tydperk waarna daar gekyk word is breedweg vanaf 1889 tot 1975, Sarah se lewensjare. Op hierdie manier word daar na die veranderende Suid- Afrikaanse houding teenoor Jode gekyk gedurende Sarah se lewe. Daar word ook na die rol en posisie van die Afrikanervrou gekyk om dieselfde rede gekyk. Oudtshoorn, die dorp waarop Langenhoven homself gevestig het en waar sy en Sarah se vriendskap begin het word onder die soeklik geplaas. 'n Groot getal Jode het hulleself in die dorp gevestig en hulle het 'n daadwerklike impak op die Oudtshoornse gemeenskap uitgeoefen. Hierdie ondersoek is nodig om te sien waarom dit so vreemd was vir In Joodse vrou en In Afrikaner man, om so In spesiale vriendskap te kon deel. Nie alleen die Suid-Afrikaanse houding teenoor die Jood en die vrou word ondersoek nie, maar daar word ook na Langenhoven en Sarah se onderskeie houdings teenoor die sake gekyk. Beide hulle werks- en vriendskapsverhouding word ondersoek. Altwee se lewensuitkyk en hulle verhouding werp lig op die redes waarom Langenhoven uiteindelik sou besluit om Sarah as sy administratrise aan te stel. Sarah se grootste werk hou verband met Langenhoven. Opinies verskiloor die uitwerking wat sy op sy nagedagtenis gehad het. Haar werk as administratrise was egter nie al wat Sarah verrig het nie. 'n Oorsig oor Sarah se bydraes tot die Afrikaner taal en kultuur word dus ook blootgelê.
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Tsebe, Mohlago Mary. "Teachers' voices: a study of the implementation of South Africa's Curriculum 2005 through the perspectives of Atteridgeville and Saulsville educators." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33576.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examines the understandings of twenty-eight teachers in primary schools in Atteridgeville and Saulsville in South Africa with regard to outcome-based education and how their understanding influences the manner in which they implemented Curriculum 2005 (OBE) policy initiative which the South African government mandated for implementation in 1997. Four major findings emerged from this study. First, the majority of the teachers in the study supported the implementation of Curriculum 2005. Second, teachers had varying levels of understanding of the Curriculum 2005 policy. Third, teachers lacked preparation for implementation because comprehensive staff development opportunities were not available. Fourth, structural problems relative to fiscal resources and a flawed policy development process hindered teachers' understanding and implementation of Curriculum 2005. The findings revealed there is great teacher support for the implementation of Curriculum 2005 (OBE). The teachers believed Curriculum 2005 (OBE) has the potential of changing policy direction in education for the black majority students who received a poor quality of education prior to its implementation. The findings also revealed that teachers' varying levels of understanding of the Curriculum 2005 policy initiative are due to a lack of (a) quality teacher preparation, (b) effective staff development, (c) financial resources, and (d) effective policy development and implementation. These findings partly explain the teachers lack of understanding of Curriculum 2005 (OBE) and their failure to implement it. Two major conclusions were drawn from this study. First, the variations in the levels of support and understanding of Curriculum 2005 (OBE) among primary school teachers in Atteridgeville and Saulsville resulted mainly from a lack of quality teacher preparation before the introduction of Curriculum 2005 (OBE) and effective staff development during the implementation of Curriculum 2005 (OBE).
2031-01-01
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De, Villiers D. W. (Dawid Willem). "A workable debt review process for South Africa : at last?" Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/25022.
Full textAbstract:
The National Credit Act 34 of 2005 and its Regulations came into full effect on 1 June 2007. In order to protect consumers by addressing over-indebtedness, the Act introduces a novel process of debt review in which a new agent, the debt counsellor, plays an important role to help relieve a consumer’s over-indebtedness. However, after the Act commenced, problems soon came to pass with regard to the debt review process. This was mainly due to loopholes and shortcomings in the National Credit Act and its Regulations. The key problems in debt review practice which are identified and analysed in this dissertation, are as follows: - a) The interpretation of “the steps contemplated in section 129” in section 86(2). b) The application for debt review (Form 16 in the Schedule of the Regulations). c) The procedure to be followed when approaching the court. d) The format and contents of the “proposal” mentioned in sections 86 and 87. e) The omission of section 86(7)(c) in section 87. f) The non-provision for consent orders in terms of sections 86(7)(a) and 86(7)(c). e) The non-regulation of payment distribution agencies. f) The termination of debt review by the debt counsellor or a consumer. g) The qualifications, training and expertise of debt counsellors.
Dissertation (LLM)--University of Pretoria, 2011.
Private Law
unrestricted
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Steenbok, Arthur-Ashe. "Gereformeerd wees in die NGSK/VGK (1976-2005) 'n kerkhistoriese en outobiografiese verhaal /." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-05252006-123758/.
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Elamin, Hassan Elzain. "Incidence of plasmablastic lymphoma in HIV positive and negative patients at a tertiary hospital in South Africa (2005-2017)." University of the Western Cape, 2018. http://hdl.handle.net/11394/6627.
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Magister Scientiae Dentium - MSc(Dent)The aim of the study was to investigate and describe the incidence of Plasmablastic Lymphoma (PBL) diagnosed at the Divisions of Anatomical Pathology and Haematopathology at Tygerberg Hospital from 2005 to 2017, and to ascertain a possible correlation with HIV infection, by identifying the number of HIV positive and negative patients diagnosed with Plasmablastic Lymphoma. Method: This was a retrospective study using the case records of all newly diagnosed PBL patients from 2005 to 2017. Results: Fifty-seven cases of PBL were diagnosed from 2005-2017. The overall result shows an increasing incidence of PBL in the intended period with the maximum incidence occurring in 2017. Most of the cases, 40.4%, were diagnosed in the age range 40-49-years. Forty-five patients were HIV-positive (78.9%) with (P value 0.011) and the majority of the patients were males (66.7%).
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Luttig, Helmuth Hartwig. "An evaluation of the South African National Credit Act and the implications for credit users." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/6401.
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Thesis (MBA (Business Management))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: The National Credit Act came into being on the 1st of June 2007 and besides its other objectives was intended to make credit more accessible to all South Africans, to stop unreasonable practices by lenders and to protect consumers against reckless lending. This research study investigates the credit environment for the period since the implementation of the Act up to the fourth quarter of 2009 to determine whether South African credit users are indeed better off or whether we are heading for a credit crisis. A literature review was conducted to investigate the extension of credit to households during the period under review and to investigate consumers’ ability and willingness to repay their debt. Due to the global and local financial crisis that happened during this period and the losses and wealth destruction that ensued, the research was extended to consider the influence of the macroeconomic situation on the debtors’ ability to honour their debt commitments. To determine whether South African households are heading for a credit crisis the researcher reviewed literature relating to the financial vulnerability of households, the application of their monthly disposable income, the main reasons for entering into credit agreements, and lastly the extent of over indebtedness. The findings indicate that credit has indeed become more accessible to all South Africans as the number of credit active consumers continued to increase from quarter to quarter. With regards to the cost of credit and the minimum qualifying criteria, credit also became more accessible as individuals earning as little as R1 500 per month became eligible for credit and store cards that used to be exclusive to higher income earners. During the period under review the standing of credit active consumers continued to deteriorate with only 54% of credit active users classified as current at the end of the period, almost 10% lower than before the implementation of the act. It was also found that macroeconomic influences from around the world had a real influence on the ability of credit active consumers to honour their financial commitments. Increased interest rates, inflation, higher transport and energy costs, unemployment and many other factors influenced the income available for and the ability to repay debt over the period under review. Lastly it was found that households are increasingly vulnerable to any changes in their income, expenses, savings or debt position. It is increasing to such an extent that more than 50% of all credit active consumers surveyed during a previous study admitted to borrowing in order to re-pay debt and that a relatively large percentage of users are committed to debt repayments for more than 100% of their monthly income. These findings support the opinion that a credit crisis is on the loom in the South African credit industry. Due to the relatively short period covered by the research stretches and the multitude of income groups and credit agreements included, more research is needed to make specific recommendations to improve the position of credit active consumers. The challenges facing the industry are further complicated by the need credit and other needs of the lower income earners, the required price-for-risk-policies of credit providers and the low levels of financial education amongst users. All three these themes require more research.
AFRIKAANSE OPSOMMING: Die Nasionale Kredietwet wat op 1 Junie 2007 in werking getree het het onder meer ten doel gehad om krediet meer toeganklik te maak vir alle Suid Afrikaners, om onbillike praktyke deur krediegewers stop te sit en om gebruikers te beskerm teen roekelose kredietverlening. Hierdie navorsing verken die kredietomgewing vir die tydperk sedert inwerkingtreding van die wet tot en met vierde kwartaal van 2009 ten einde vas te stel of Suid Afrikaanse gebruikers inderdaad beter daaraan toe is, en of ons afstuur op n krediet krisis. ‘n Literatuurstudie is onderneem om die toestaan van die verskillende tipes huishoudelike krediet tydens hierdie termyn te ondersoek, sowel as die gebruikers daarvan se gewilligheid en vermoë om hul maandelikse skuldverpligtinge na te kom. Vanwee die ernstige finansiële krisis wat tydens hierdie periode in die wêreld en in Suid Afrika grootskaalse verliese en welvaartsvernietiging tot gevolg gehad het, is die literatuurstudie uitgebrei om ook oorweging te gee aan die invloed van hierdie gebeure op skuldenaars se vermoë om hul skuldverpligtinge te diens. Ten einde vas te stel of Suid Afrikaanse huishoudings afstuur op ‘n kredietkrisis het die navorser literatuur bestudeer rakende die finansiële kwesbaarheid al dan nie van huishoudings, die aanwending van hul beskikbare inkomste, die redes vir huishoudings om geld te leen en laastens die omvang van gebruikers wat meer veskuldig is as wat hulle kan bekostig. Die bevindinge dui daarop dat krediet weliswaar meer toeganklik is vir alle Suid Afrikaners aangesien die aantal krediet gebruikers gedurende die tydperk van kwartaal tot kwartaal gegroei het. Wat betref die koste daarvan en die minimum vereistes daarvoor het krediet ook meer toeganklik geword, en kwalifiseer individue wat so min as R1 500 per maand verdien nou vir kreditkaarte en winkel krediet wat voorheen net beskore was vir die hoër inkomste groepe. Tydens hierdie periode het die status van kredietgebruikers verder verswak en het die persentasie kredietgebruikers wat op datum is met hul verpligtinge so laag as 54% gedaal; bykans 10% minder as voor die inwerkingtreding van die wet. Daar is verder bevind dat makro ekonomiese toestande in die res van die wêreld en Suid Afrika ‘n daadwerklike invloed het op die vermoë van kredietgebruikers om hul skuldverpligtinge na te kom. Stygende rentekoerse, inflasie, duurder vervoer en energiekoste, werkloosheid en vele ander faktore het die kontant beskikbaar vir en die vermoë om skuld te delg baie nadelig geraak oor heirdie tydperk. Laastens is bevind dat huishoudings toenemend kwesbaar is vir enige veranderinge in hul inkomste, uitgawe, spaar of skuld verpligtinge. Soveel-so dat meer as 50% van alle gebruikers van krediet erken dat hulle by tye geld geleen het om ander skuld te betaal, en dat ‘n beduidelnde persentasie gebruikers tot meer as 100% van hul besteebare inkomste verbind is vir maandelikse terugbetalings. Bogenoemde bevindinge ondersteun die opinie dat daar n dreigende krisis in die Suid Afrikaanse kredietomgewing is. Aangesien hierdie navorsing beperk is tot ‘n relatiewe kort termyn en dit ‘n groot spektum van inkomstegroepe en kredietooreenkomste dek, is verdere navorsing nodig om spesifieke aanbevelings te maak ten einde Suid Afrikaanse kredietgebruikers in ‘n beter posisie te plaas. Die uitdagings in die industrie word verder gekompliseer deur die krediet en ander behoeftes van laer inkomstegroepe, die noodsaaklikheid vir uitleners om hul produkte te prys vir die inherente risikos wat daaraan gebonde is en die lae vlak van finansiële opleiding onder gebruikers. Al drie hierdie temas benodig verdere navorsing.
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Kitshoff, Herman van Zijl. "Die opkoms, dinamika en betekenis van die Klein Karoo Nasionale Kunstefees: 1995-2005." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1109.
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Thesis (DPhil (History))—University of Stellenbosch, 2005.Funding for the Afrikaans arts before 1994 was greatly controlled by the National Party government through the four former provincial arts councils. With the political change in South Africa after 1994, the dismantling of the provincial arts councils and the perceived uncertainty of the future of Afrikaans in a post-apartheid South Africa, Afrikaans cultural festivals were conceived to serve as a refuge for the Afrikaans language. The first of these was the Klein Karoo Nasionale Kunstefees (KKNK), piloted in April 1995 in Oudtshoorn. The KKNK has since changed every aspect of the Afrikaans arts. It has stimulated the establishment of other, similar festivals throughout the country, while becoming the bread and butter for aspiring and established artists alike. The festival lures thousands of visitors annually, providing Oudtshoorn with an indispensable economic injection. Despite the festival’s success, it has come under critique over the past 11 years for its perceived cultural exclusivity, and has been labelled as a mere “boerebasaar”. In addition, several interest groups vie for direct and indirect control of the festival, each staking their specific claim on the KKNK. This thesis provides a historical analysis of the origin and dynamics of the KKNK from 1995 to the present, while simultaneously comparing it to other so-called arts festivals. In addition, the nature of the festival is explored against the backdrop of various interest groups. The discussion concludes with a reflection on the significance of the festival.
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Clarke, Marina. "Towards cost-effective tuberculosis control in the Western Cape of South Africa : intervention study involving lay health workers on agricultural farms /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-314-0/.
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Ledoka, Mpho Victoria. "Molecular characterization of trypanosomes commonly found in cattle, wild animals and tsetse flies in Kwazulu-Natal, South Africa, 2005-2007." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/26809.
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The objective of this study was to use molecular biological reagents (primers targeting different genomic loci) and methods (PCR and RFLP) to detect and characterize trypanosomes in cattle, wild animals and tsetse flies in KwaZulu-Natal, thus contributing to improved understanding of the genetic diversity of trypanosome species infecting cattle at the game/livestock interface in the KwaZulu-Natal Province of South Africa. Primers based on sequences of different loci in the trypanosome genome were used in conducting polymerase chain reactions (PCRs) on samples collected from cattle at 14 diptanks and one commercial farm around the Hluhluwe-Umfolozi Game Reserve, wild animals within Hluhluwe-Umfolozi Game Reserve and tsetse flies from the commercial farm, Hluhluwe-Umfolozi Game Reserve and two other Game Reserves. Trypanosome isolates were grown under laboratory conditions in cattle, rodents and culture medium for molecular characterizations. Overall, a total of 673 cattle, 266 tsetse flies, 141 buffaloes and 6 rhinoceros samples were analyzed. The following observations were made: two species of trypanosomes are present in KZN; T.congolense and T. vivax. The two species were found as single and as mixed infections in cattle. There are two genotypic groups of T. congolense in KZN; the Savannah- and the Kilifi-type. The two genotypic groups were found as mixed infections in cattle and in tsetse flies. Lastly, there are at least five “genomic variants” of Savannah-type T. congolense in KZN. The infection rate in cattle ranged from 5.2-91%; in tsetse flies, 11-97.5% and in wild animals it was 4.3%. Mixed infection of T. congolense and T. vivax were only observed in samples from one diptank. Mixed infections of Savannah- and Kilifi-type T. congolense were observed in samples from Boomerang commercial farm, and in tsetse flies. CopyrightDissertation (MSc)--University of Pretoria, 2008.
Veterinary Tropical Diseases
unrestricted
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Malan, Beverley M. "Curriculum 2005 : transformation and outcomes-based education." Thesis, 2014. http://hdl.handle.net/10210/10918.
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D.Ed. (Curriculum Studies)School education in South Africa has seen a number of changes, some more far-reaching than others, since the 1994 elections. In the schooling sector these changes included the restructuring of schools along nonracial lines, the redeployment of teachers and the introduction of a new curriculum for general education and training in schools. Changes have also been effected to the education and training system as a whole the most significant systemic change has been the establishment of a national qualifications framework (NQF), in terms of which (a) education and training are integrated and (b) all standards are registered in the form of outcomes that bridge previous divides between education and training...
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Visser, Maria Isabella. "Faktore wat onderwysers se houding teenoor kurrikulum 2005 beinvloed." Thesis, 2012. http://hdl.handle.net/10210/6773.
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M.Ed.In South Africa the new educational dispensation brought great changes to everyone concerned. The process of reform gained momentum with the implementation of a new curriculum, Curriculum 2005, in Grade one in 1998. The purpose of this investigation in the first place was to determine factors influencing the attitudes of teachers before and during the implementation of Curriculum 2005. Secondly this research was to detect teachers' attitudes regarding the new curriculum and to clarify support given by the Gauteng Department of Education during the dissemination period. The respondents were Grade one teachers in three schools, situated in three different urban communities, representative of the broader South African nation. Data was analysed by means of content analysis, conducted by the researcher and an independent analyst. Positive and negative teachers' attitudes were identified from data. In some instances respondents qualified what they said whilst in other instances they gave through their attitudes without any motivations. Curriculum development was given as one of the main reasons why respondents had negative feelings against implementation of the Curriculum 2005. Dissemination, implementation, assessment and design were mentioned by respondents as factors of curriculum development influencing them in a negative way. A variety of defence mechanisms were used to cover up the reality concerning the reasons why attitudes were negative, hence the creation of scapegoats which are given the blame if problems were identified in the implementation of the new curriculum. Unattended matters such as absence of resources, language matters and lack of support by the Gauteng Department of Education were also mentioned as reasons for negative attitudes. The same factor was given by some respondents as a reason for positive and by other respondents as a reason for negative attitudes. Curriculum presentation and the new role of teachers were two such reasons. Revised class circumstances and learning activities also influenced the attitudes of teachers positively in some instances and negatively in others. Two other very important factors which inflicted negative as well as positive attitudes on respondents were parents’ new role and the influence of circumstances in learners homes, because in some communities these circumstances do not benefit education as a whole. In the view of the findings it is clear that teachers, in spite of various negative attitudes, see the implementation of Curriculum 2005 as a possible solution for problems in the educational system in South Africa. A few provisos to realise successful implementation of Curriculum 2005, for example enough resources, less learners in classes and textbooks in vernacular, were stipulated. Respondents, without giving reasons mentioned the factor that the effective implementation of Curriculum 2005 can only be limited to Grade 1 to 4. This research supports long-term planning for Curriculum 2005 and the correct steps to be taken by the Department of Education to ensure a positive attitude from the educators involved. Further research over a longer period of time with the same objectives as in this study can be of scientific value. The implications of attitudes on support systems from the Gauteng Department of Education should also be investigated further.
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Ben-Meir, Atalia. "The South African Jewish Board of Deputies and politics, 1930-1978." Thesis, 1995. http://hdl.handle.net/10413/5756.
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The pivot around which the controversy over the Board's political policy revolved was the question whether a collective Jewish attitude towards the government's racial policies should be formulated, or whether this was the province of individual Jewish protest. Stemming from this was the question of the extent of communal responsibility towards the individual who had fallen afoul with the law in expressing his protest. The complexity of
formulating policy was exacerbated by the trauma of the 1930's and 1940's where the National Party and its leadership espoused a radical anti-Semitic ideology and a pro-Nazism policy. Added to this was the very real sympathy felt for the aspirations of survival of the Afrikaner People, conflated by a revulsion and antipathy towards the measures the nationalist Government took to attain this end. The solution hit upon by the Board was a policy of 'neutrality' in the political area. This dissertation is an attempt to highlight the problems with which the Board grappled and its central concerns in formulating policy vis-a-vis the political issues that were at the centre of the political life of South Africa. The study follows the evolvement of the policy of collective non-involvement from the 1950s and the gradual evolution it underwent in the 1970s and 1980s towards a commitment and a responsibility to openly and publicly speak out on the moral aspects of Apartheid. In view of the above, the thesis begins in 1930 with the
promulgation of the Quota Act, which initiated the new antisemitic policies of the National Party, until 1978. The epilogue ends 1985 when the Board of Deputies abandoned its policy of neutrality towards the political arena, when the 33rd National congress of the Jewish Board of Deputies, passed a resolution condemning the Policy of Apartheid, thus adopting a collective
stance towards the government's racial policies. Although this stance was in line with the views prevalent in the white community, it signalled a giant step in the Board of Deputies' drive to abandon its policy of accommodation towards the NP government and Nationalist forces.Thesis (Ph.D.)-University of Natal, Durban, 1995.
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Kennedy-Palmer, S. "South African over-the-counter credit derivatives market : 2005-2015." Diss., 2015. http://hdl.handle.net/10500/21002.
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Credit derivatives played a large role in intensifying losses during the subprime lending
crisis, which began in 2007 in the US and spiralled into a financial crisis in 2008. One of the
major reasons for this descent into financial crisis was the uncertainty about the exposure of
some systemically important financial institutions through their derivative positions,
specifically credit derivative instruments such as credit default swaps (CDSs).
Using data obtained from the SARB, the study found that prior to the crisis, the size of the
South African OTC credit derivatives market was increasing steadily. However, the 2008
financial crisis temporarily stunted this growth, and the size of the market declined. Since
2010, the growth of the market has once again been on an upward trajectory. The study
examines recent international and local regulations relating to OTC derivatives and makes
policy recommendations for South Africa.Economics
M. Com. (Economics)
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Kalamer, Jeanne. "Beste belang-maatstaf en die Kinderwet 38 van 2005 : 'n grondwetlike perspektief." Diss., 2013. http://hdl.handle.net/10500/11886.
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