Dissertations / Theses on the topic 'Seeds of Peace Programme'

These (Ph.D.)--University of Waterloo, 2007.
Title from PDF title page. Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves 118-131). Also issued in print.

Peace education offers potential for transforming violent conflict into peace between groups in conflict. The research literature on conflict transformation theory and peace education has identified key assumptions for building long-term peace following violent conflict. The extent to which peace education programs have incorporated these theoretical notions, however, is not well known. This thesis explored the extent to which key theoretical insights from the literature on conflict transformation theory and peace education are incorporated in a prominent peace education program, Seeds of Peace. Data collection consisted of interviews with ten program staff members and written documentation produced by Seeds of Peace. Employing the analytical framework developed from a review of the literature, a comparison between theoretical notions and Seeds of Peace programming was done. Findings of this study highlight the extent to which there are gaps between theory and practice, and a case is made for the establishment of a more explicit connection between theory and practice. Furthermore, the thesis highlights the importance of further studies to address the research gap.

This thesis explores the role of third-party nonviolent interventions as a supportive mechanism in relation to local peace-building initiatives. A framework on violence, conflict, peace, nonviolence and intervention is outlined in the theoretical chapters, to provide a basis for discussing the empirical findings of the research. Through the strategy of a case study and with a mixed-method approach of participant observations and interviews, perspectives from the context of the situation in Palestine and Israel were gathered. Five key informant interviews with former participants of third-party nonviolent interventions programmes were conducted, and during ethnographic fieldwork in Palestine and Israel, four local peace-building initiatives were studied. The findings are discussed in relation to the theoretical framework and the conclusions drawn from the discussion is that while third-party nonviolent interventions can contribute to local peace-building, it is mainly through decreasing the risk of escalation of violence in certain situations, sharing information and by supporting local peace-building initiatives. In order to be effective in this area, it is crucial that the third-party nonviolent interventions are perceptive of the local context, and reflect on the role that they play.

No
This chapter draws on the experience of Programme for a Peaceful City (PPC) at the University of Bradford. The PPC has created spaces to exchange ideas about peace thinking and practice for over ten years, in response to some of the worst rioting the UK mainland has ever seen and heated domestic debates about cohesion and multiculturalism. Its work continues to be rooted in a constantly shifting local context and this chapter describes the spaces created for academics, practitioners and activists to exchange knowledge and ideas about conflict, participatory peacebuilding, good relationships and social change.

Education for Peace (EFP) represents one of the longest running and largest peace education programmes of its kind. What began as a small pilot study in six schools in Bosnia and Herzegovina (BiH) became in a period of approximately twelve years mainstreamed throughout the country's educational system. Despite the programme's "political success", relatively little has been written on EFP and there has been no systematic independent evaluation of its evolution. Therefore, the question of how and why EFP's political success was possible remains to be explored. To answer this question this thesis adopts a hermeneutica1-constructivist approach, thereby enabling this study to chronologically reconstruct the emergence and "mainstreaming" of the EFP programme and critically assess its adoption across the whole ofBiH. By using a hermeneutic-constructivist approach, this study makes explicit that the programme's philosophical assumptions derive from the Bahi'i faith, a fact which until now has been poorly understood and very rarely acknowledged. And while using this framework to critically assess the adoption and mainstreaming of EFP throughout BiH, this study demonstrates that EFP' s political success was helped by a number of factors, the six most prevalent being: the prevailing conditions and needs in post-war BiH; the programme's surface discourse which appears to address the objectives of the international community; the newness of peace education as a tool for peace-building and reconstruction in post-conflict societies; the unfamiliarity of the Bahi'i faith; the fact that the programme went through only one independent evaluation; and the disconnect of the programme's content and the political process of its adoption. Furthermore, this study will draw to attention the accidental and contingent nature of the adoption process of EFP, highlighting the naivety that was prevalent on all sides - the EFP people who want to help by spreading their positive messages of peace and unity, however unreflective oftheir assumptions and the governing officials, decision-makers and funders who want to help and/or be seen as being proactive. This study does not question whether EFP or those involved in funding or supporting the programme directly or indirectly are genuine in their intentions. Rather this study aims to draw attention to the unexpected outcomes and the failure to properly consider the programme's assumption that has now resulted in a religiously orientated peace education programme being mainstreamed throughout an entire country just emerging fi:om a violent ethnic-religious conflict. It allows us to ask more general questions about the future of peace education and its use as a peace-building and reconstruction tool in post-conflict settings while taking a closer and critica1100k at the political processes that allows for its nationwide implementation.

Philosophiae Doctor - PhD
This study examined the role of Sport for Development and Peace (SDP) in peacebuilding, focussing particularly on the case of the Kenya Community Sports Foundation’s (KESOFO) Sport for Peace and Social Transformation (SPST) programme in Uasin Gishu County, Kenya. It was meant to provide an in-depth understanding of the role generally played by community NGO programmes in fostering peace in communities through variations of the SDP framework. Additionally, the study’s purpose was to identify lessons of experience from the programme and give recommendations on how the programme can be improved in delivering its stated goal of fostering peace and development in conflict prone communities. The study made use of Johan Galtung’s 3Rs Conflict transformation theory, linking it with the Sports for Development and Peace (SDP) framework, with a critical analysis being proffered all in the quest to inform conceptualisation of this particular study. It made use of the philosophical assumption of interpretivism through relativist ontology and qualitative research methodology anchored on a descriptive approach.

This qualitative, multiple methods case study concerns the effectiveness of Revitalising Education Participation and Learning in Conflict affected Areas-Peace Education Programme (REPLICA-PEP). There is currently limited evidence regarding the effectiveness of peace education programmes in the context of post-conflict formal schooling. This study therefore set out to explore the effectiveness of REPLICA-PEP and to gain insight into the reality of the current practice of peace education in schools in a post-conflict context in Northern Uganda. The school is one of the places where children learn values, attitudes and behaviour, schooling is often criticised for using symbolic violence to maintain and reinforce different forms of violence including physical violence. This study explores theoretical and practical aspects of peace education and key issues relevant to the effectiveness of peace education programmes, including the role and influence of formal schooling in a post-conflict context. A combination of qualitative methods (interviews, observation and documentary analysis) were employed to examine REPLICA-PEP effectiveness and its impact on pupils’ knowledge, attitudes, skills and behaviour. The results show that, although some traces of impact were found in pupils’ awareness of: the dangers of using violence; non-violent conflict resolution alternatives; and attitude change to non-violent conflict resolution, pupils did not develop empathy, self-control, competences and skills for non-violent conflict resolution. Interrogation of qualitative data about the REPLICA-PEP implementation process and activities in the schools have led to the generation of theoretically-informed and empirically-grounded recommendations which integrate and accommodate the nature of formal schooling in a post-conflict context and programme design features for improving the effectiveness of peace education programmes. It has also laid the ground for future research on what is possible in terms of strategies to facilitate and promote pupil peace building activities in post-conflict formal schooling contexts such as peace-related pupil voice, documentation and action.

Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: This dissertation has been motivated by the prevailing trends of violence in Nigeria and the detrimental effects on human dignity as understood from a theological perspective. The call for peace building by the Decade to Overcome Violence (DOV) programme of the World Council of Churches (WCC) is an important attempt to address the issue of violence which should be taken seriously by the Christian church in Nigeria in its own efforts to address this problem. The increasing deteriorating relations and persistent inter-religious, socio-economic, political and cultural violent strife constitute primary contributing factors that threaten peace in Nigeria. For a long time, this concern has necessitated careful, honest and sincere revisiting. This research which is based on the DOV is motivated by the framework of the global human community which has been marked by numerous structures of violence, injustice, oppression and discrimination causing suffering to millions of men, women and children. Violence, whether physical, structural, psychological or in other forms, is shown to be a denial and abuse of life. Affirming human dignity, the basic rights of people and their integrity, shows that justice is vital to lasting peace and that the denial of the dignity of others serves as motivation for and usually also constitutes the first casualty of any form of violence. Violence, therefore, reaches beyond physical harm to the violation of the personhood of the other. Victims of violence referred to in this study are mostly the innocent and the powerless whose dignity is being violated by religious, social, economic and political structures. Nigerian history testifies to such denials of human dignity through the deplorable and persistent violence in the country. Furthermore, the world is responding to this situation, and similar situations elsewhere, with growing concern and determination. Since 2001, the World Council of Churches has been addressing violence in many different ways. It has generated significant alliances and measures to prevent violence and educate people on peacemaking, by declaring 2001-2010, the Decade to Overcome Violence. Through the DOV, the WCC has declared prevention of violence a public and organisational priority, thus, requesting all member states to establish violence prevention programmes within their ministries. One of the questions posed at the onset of the programme is whether it is possible to eradicate violence completely and establish world peace within a decade. However, the initiative does not actually claim that it would overcome all forms of violence. At the end of the Decade, violence might still be witnessed, but by participating in this global movement for peace, the churches would have become sensitised to situations of violence within and around them and would have been sufficiently motivated to participate in the task of healing the brokenness around them. The desire and aspiration to overcome the spirit, logic and practice of violence in a Christian and ecumenical spirit, however, is rooted in the gift and promise that Christ made to his disciples: “My peace I give you”, and “blessed are the peacemakers…” (Matthew 5:9). Against this background, engaging Hans Küng’s work becomes consequential, since a number of key implications for the Nigerian church and society have emerged in the attempt to consider Küng’s Christology of peace as a framework. Küng’s work is employed as the basic framework of this research as he provides us with a Christology of active non-violence and an ideology of peace. He presents us with a historical Jesus who demonstrated peace building and reconciliation in his ministry. Therefore, if the Christian tradition wants to contribute to peace in the contemporary world, then it needs to rediscover the radical non-violence of its founder and take seriously his disclosure of God. For Küng, peace can only have its root in the world (and that includes Nigeria), if it is established through radical humanism, transcendence, love and obedience.
AFRIKAANSE OPSOMMING: Die motivering vir hierdie tesis het ontstaan in die heersende tendens van geweld in Nigerië en die nadelige impak wat dit het op menswaardigheid, soos verstaan vanuit `n teologiese perspektief. Die oproep vir vrede deur die Dekade om Geweld te Oorkom (DGO) programme van die Wêreldraad van Kerke (WVK) is `n belangrike stap in die poging om die kwessie van geweld aan te spreek. Dit moet ernstig opgeneem word deur die Christelike Kerk in Nigerië en deel vorm van die kerk se pogings om hierdie probleem aan te spreek. Die toenemend verslegtende verhoudings en volgehoue inter-religieuse, sosio-ekonomiese, politiese en kulturele geweldadige worstelinge vorm deel uit van die bydraende faktore wat vrede in Nigerië bedreig. Hierdie bekommernis is al vir `n geruime tyd een wat versigtige, eerlike en opregte aandag nodig het. Hierdie navorsing is gebaseer op die DGO en is geinspireer deur die raamwerk van die globale menslike gemeenskap wat gekenmerk word deur verskeie strukture van geweld, onreg, onderdrukking en diskriminasie – wat lei tot die lyding van miljoene mans vroue en kinders. Geweld, of dit nou fisies, struktureel, sielkundig of in ander vorme gepleeg word, kan gereken word as `n miskenning en mishandeling van lewe. Deur menswaardigheid te bevestig, die basiese regte van mense en hulle integriteit, word daar gewys dat geregtigheid van kardinale belang is om volhoubare vrede te vestig. Die ontneming van hierdie waardigheid gewoonlik as `n motivering en eerste stap in die ontstaan van enige vorm van geweld beskou. Geweld strek daarom verder as fisiese skade en sluit ook in die skending van die menslikheid van ander. Slagoffers van geweld in hierdie studie is meestal die onskuldiges en magteloses wie se waardigheid aangetas is deur religieuse, sosiale, ekonomiese en politieke strukture. Nigeriese geskiedenis wys dat hierdie ontneming van menswaardigheid uit in die betreurenswaardige en aanhoudende geweld in die land. Die wêreld reageer op hierdie situasie, en soortgelyke situasies in ander lande, met groeiende bekommernis en vasberadenheid. Die Wêreldraad van Kerke het sedert 2001 geweld op verskeie maniere aangespreek. Dit het betekenisvolle alliansies en maatstawwe in plek gesit om geweld te voorkom en om mense op te lei in die sluit van vrede, onder meer deur 2001 – 2010 as die Dekade om Geweld te Oorkom te verklaar. Deur die DGO het die Wêreldraad van Kerke die voorkoming van geweld as `n openbare en organisatoriese prioriteit verklaar, en daardeur alle lidstate versoek om voorkomingsprogramme vir geweld binne hulle bedienings in plek te stel. Een van die vrae wat aan die begin van die programme gevra word, is of dit moontlik is om binne `n dekade geweld geheel en al uit te wis en wêreldvrede te vestig, alhoewel die inisiatief nie aanspraak maak daarop dat dit alle vorme van geweld sal oorkom nie. Aan die einde van die dekade mag daar moontlik steeds’ geweld voorkom, maar deur deelname aan hierdie globale beweging vir vrede, word kerke gesensitiseer oor situasies van geweld binne en rondom hulle en word hulle genoegsaam gemotiveer om deel te neem aan die taak om die gebrokenes rondom hulle te genees. Die begeerte en aspirasies om die gees, logika en praktyk van geweld te oorkom in `n Christelike en ekumeniese gees, is gegrond op die gawe en belofte wat Christus aan sy dissipels gemaak het: “My vrede gee ek vir julle” en “geseend is die vredemakers....” (Matteus 5:9). Die bestudering van Hans Küng se werk, veral sy Christologie van vrede, is gevolglik belangrik, aangesien dit `n aantal sleutel implikasies inhou vir die Nigeriese kerk en samelewing en `n raamwerk bied vir vrede. Küng se werk word aangebied as die basiese raamwerk vir hierdie navorsing, aangesien hy `n Christologie bied van aktiewe nie-geweldadigheid en `n ideologie van vrede. Hy bied `n historiese Jesus aan wat vredemaking en versoening in sy bediening gedemonstreer het. Daarom, as die Christelike tradisie iets wil bydra tot die bereiking van vrede in die kontemporêre wêreld, dan moet dit die radikale nie-geweldadigheid van sy stigter herbesoek en sy openbarings van God ernstig opneem. Volgens Küng kan vrede slegs in die wêreld bewerkstellig word (en dit sluit Nigerie in) as dit gevestig word deur radikale humanisme, voortreflikheid, liefde en gehoorsaamheid.

Societies divided by brutal conflicts require possible ways to reconstruct their peaceful societies. As a nation that is divided by an ethnic conflict that spanned almost three decades, Sri Lanka urgently requires an ongoing peace process. High quality education for the younger generation can provide the positive force for generating peace and preventing from future conflicts. This study investigated how Olympism education could strengthen conflict resolution competencies among primary students in ethnically divided societies in Sri-Lanka. This research examined the initiatives first by coming across the impact of education in promoting peace among Sri Lankan primary students. Secondly, the study provided an explanation for the potential of Olympism in conflict resolution and promoting peace among Sri Lankan primary students. The study introduced an integrated model of Olympism values and conflict resolution strategies, and this program was trialed in two primary schools one each of the two main ethnic groups of Singhalese and Tamils in Sri Lanka. A mixed method approach was used and data was collected using surveys and interviews. In each school, there was one group that was taught the programme and was the experimental group, and there was a control group not taught the programme. The pre and post-test survey data from all students in the control and experimental groups were analysed according to four hypothesises using Analysis of Variance. The interviews of 16 students from the experimental group from both schools were analysed thematically and contributed data about students’ perspectives. This study aimed to discover possible unifying factors and attain a more holistic view about the nexus of Olympism, physical education and conflict resolution. Considering the effects of the intervention, the most notable finding of this study was that conflict resolution and Olympism education integrated curriculum intervention significantly improved experimental group students’ conflict resolution competencies. It was also found that students’ conflict resolution competencies improved regardless of their gender or ethnicity. The experimental group students also had an increase in Olympism competencies. The competencies that students had the greatest change were related to physical, social, critical and conflict resolution literacy. The findings from the interviews supported the stages of Mezirow’s Transformative Learning theory. This research concluded that strategically designed and carefully managed Olympism lessons could help students to develop and enhance competencies of conflict resolution.

In the field of sexual offender treatment, there is limited literature on cultural influences and processes in therapy. Conventional treatment approaches for minority groups, including Maori in Aotearoa/ New Zealand, may be less effective if interventions are not culturally responsive. This thesis presents the findings of a process evaluation of Te Kakano, the SAFE Network Incorporated programme implemented by Maori clinicians and offered to Maori men who have committed sexual offences against children. The evaluation aimed to describe the programme with a focus on cultural concepts and practices, to identify the programme’s strengths and weaknesses, and to make recommendations for improving programme content and delivery. Qualitative methods including interviews with service users and observations of group therapy sessions were carried out over a 15-month period. Twelve Tane (men), four whanau (family) members and three Kaimahi Maori (staff) participated in the research. The central finding was that Tikanga processes and values encompassed all aspects of the programme and were highly valued by men and their whanau despite differing levels of cultural knowledge amongst the group. A Maori-centred approach has a number of potential benefits: 1) it allows for participation in activities that can strengthen cultural identity and knowledge; 2) the approach recognises the importance of relationships as a context for change; 3) Te Kakano provides a programme that addresses sexually abusive behaviour and is culturally responsive to Maori offenders; 4) the involvement of Maori amongst therapy staff and management is a step towards ensuring that Maori values and perspectives are represented within the organisation. The results indicate that therapeutic initiatives for Maori offenders that utilise Tikanga Maori beliefs and practices may help to reduce offending by improving engagement in treatment, providing a rationale for prosocial behaviours, and assisting healing and reparation processes for individuals, whanau and the wider community. The results are discussed in terms of specific recommendations for programme improvement as well as theoretical and clinical implications. This study makes a unique contribution to the literature by exploring the value of indigenous approaches to treating sexual offending with the aim of protecting tamariki (children) in our communities.

The aim of this dissertation is to provide a critical understanding of a Rural Territorial Development (RTD) intervention in a context of conflict dynamics, by looking at the case of the Programme for Development and Peace in Middle Magdalena (PDPMM) - Colombia. To accomplish this task the research process discussed both theoretical and empirical inputs. Firstly, a theoretical framework was developed to understand the dynamics of the development-conflict nexus in rural territories. Secondly, supported by the examination of a case-study, systematic empirical information was collected, incorporating quantitative and qualitative evidence in order to explore the explicit conflict dynamics, namely the practical and theoretical incommensurability between opposite views of rural development taking place in the Middle Magdalena region. Such analysis was further elaborated in three steps: first, the research characterized the main visions of rural development that are being pursued in Middle Magdalena; second, a comparative analysis was carried out in order to identify incommensurabilities and contradictions among those views of development; and third, the study focused on the PDPMM in order to examine how its rural territorial development strategy influences the course of conflict dynamics. On the basis of this methodology, the study shows that rural territorial interventions should focus on building pragmatic articulations among opposite views of development to establish a common development proposal that overcomes conflict and poverty in rural territories.

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It is now widely recognised that, to be successful, efforts towards preventing and combating the illicit trade in SALW will require a multifaceted approach which simultaneously tackles the demand for and the supply of these weapons. In this regard, developing and promoting international norms, standards and mechanisms for the effective removal of illicit weapons from circulation is a major challenge for the UN Conference on the Illicit Trade in Small Arms and Light Weapons in All Its Aspects. There are two distinct scenarios within which weapons collection initiatives operate: the peace-time scenario, where efforts are focused on reducing criminal violence; and the postconflict scenario, where efforts are focused on the objective of conflict prevention through peace-building.

The central question of this study addresses the issue of the impact and effect of peace building interventions on the dynamics of peace and conflict. It takes as its context the process of rebuilding and reconciliation in KwaZulu-Natal and uses the Oxfam Canada peace building programme as a specific case study. The study identifies and analyses the peace building impact of the programme with the aim of leading to a common peace building framework for improving the planning, conduct and evaluation of peace building interventions in post conflict situations.
Thesis (M.A.)-University of Natal, 2000.

Submitted in fulfillment of the requirements for the degree of Master of Management Science: Public Management (Peacebuilding), Durban University of Technology, Durban, South Africa, 2017.
This thesis sought to answer the research question: How can youth programmes in South Africa contribute more effectively to peacebuilding? South Africa is a country suffering from major inequality and violence. The mark left by the previous disempowering system is still affecting South African people and there is a clear need for justice and healing from all forms of violence and inequality. The existing inequalities are largely racial and economic and those under 25 years of age constitute a large percentage of both perpetrators and victims of violent crime (Clark 2012: 78). This study focused on youth in the Durban area who are South Africans of mostly Zulu heritage. The youth are surrounded by violence caused by disadvantaged circumstances, which include economic, racial and emotional damage inherited from the apartheid system. This group is referred to as ‘youth’ throughout this study as it examines the issues of violence in South Africa and how some young people are exploring solutions. Through an examination of literature and action research (AR) with participants from various programmes, this thesis investigates methods for improving the ability of Durban-based youth programmes to respond efficiently to the needs of youth as they endeavour to transform their communities. Following the identification of methods through focus group discussions, interviews and a review of literature, an action team was formed. This team consulted on which methods they wished to use for a collaborative peace project. They took what they learned from this process forward by sharing their experience with their respective empowerment programmes and by continuing to work together on an ongoing basis to bring their peace project to various other groups of children and youth throughout communities in Durban. The study concluded that when youth projects and programmes allow for youth to play a significant role in planning, action and reflection, whilst also receiving sufficient support from a mentor, they are empowered and the programmes are effective. The youth in this study began by discussing the issues surrounding them, brainstorming possible solutions and then designing a peace intervention in the form of a peace promotion performance. The performance was well received and the participants were empowered from the proactive roles they each played in preparing and delivering the performance. Through this transformational learning and service to the community, opportunities for youth to grow, mature and attain self-efficacy were nurtured. This process resulted in the further development of essential life-skills and positive values, and the youth participants learned to identify themselves with positive peers, mentors and purposeful activity. The action research also improved participants’ confidence, their desire to serve others and helped them to achieve a strong sense of positive endurance and strength to overcome the violence and negative influences around them. This peace project allowed the team members to make meaningful contributions to their community and inspired other youth by modelling peace in action.
M

The research entailed the development, implementation and evaluation of a conflict resolution programme. Using the ecological perspective as the theoretical framework, the study highlighted the school as an appropriate context within which to promote non-violent strategies for conflict resolution. A conflict resolution programme for adolescents was developed by adapting specific modules of existing programmes. The researcher trained a group of social work students in the implementation of the programme. Using the groupwork method, the programme was subsequently implemented with standard five pupils at primary schools in Durban. The researcher supervised four pairs of students who implemented the programme with four groups of pupils at three schools. The thirty-nine pupils who collectively made up these groups, constituted the sample in the study. The pupils ranged in age from eleven to fifteen. The programme was implemented over eight one-hourly sessions, held once weekly, over eight consecutive weeks. Several data collection instruments were developed. The programme was evaluated in terms of its content, methods of implementation and outcome. The incorporation of qualitative and quantitative methods of data collection and analysis enabled the researcher to validate information derived from different sources. The study discusses the processes used in programme development, the training of the facilitators, the selection of the sample, programme implementation and programme evaluation. The study found that the conflict resolution programme was effective in creating awareness of the advantages of adopting non-violent strategies of conflict resolution and in contributing to the development of effective problem-solving skills. The research data and the literature reviewed, reflected the need for school-based conflict resolution programmes. Based on the outcome of the evaluation, recommendations were made with regard to the further adaptation of the programme, the inclusion of conflict resolution programmes into school curricula, appropriate training for programme implementation and the social work role in conflict resolution skills training. Policy recommendations regarding conflict resolution skills training and the need for further research in the area of conflict resolution and programme evaluation, were also provided.
Thesis (M.A.)-University of Natal, Durban, 1997.

An intervention on food security is sustainable when it begins to address issues of development that are the priority to the beneficiaries rather than those of the benefactor. Food security in this study is regarded as the priority that is interwoven in social, economical and ecological aspect of development. Therefore, it can only be solved through processes of sustainable development. This study is concerned about the current approaches and processes of food security programmes that do not capture the elements of sustainable development. Therefore, the aim of the study was to establish how the elements of sustainable development are practiced in the programmes of food security in South Africa. Most importantly how the programme goes beyond food and market availability to social change. In order to achieve this aim, a qualitative research process was applied using a case study. The study examined one of the food security programmes in uMsinga area. north of KwaZulu Natal. This programme is funded by the National Development Agency (NDA) and administered by the Non-Governmental Organisation called uMsinga Peace and Development Committee (MPDC). The study found that the programme still reflects the common and the short-sighted understanding of food security. It still emphasises the market-led methods of food security which have undermined the environment and social development of the community. Hence the programme comes short in ensuring sustainable food security in the area of uMsinga where years of factions fights has destroyed the social fabric of the community. The study recommended a deliberate intervention strategy of community building for uMsinga community. This calls for a strategy where a process of community conscientization becomes one of the main objectives of the programme. It is through community building that those available resources such as financial, natural, human, infrastructure and institutions call be identified within the community. Conscientization process can be able to equip tlte community with skills and knowledge of how to access and control those resources to satisfy both short term and long- term needs.
Thesis (M.A.)-University of KwaZulu-Natal, 2005.

The study aims to evaluate the Entrepreneurial Seed Fund Programme (ESFP) of the Cape Winelands District Municipality (CWDM). This Programme aims to provide seed funding to emerging and established businesses in order to start and/or grow their businesses. The Programme provides funding through a grant-in-kind by procuring the goods and equipment that the business needs. The businesses qualifying for the funding are not solely focusing on profit-making; they are addressing social issues through business activities in their communities. The population of the study includes five successful and unsuccessful beneficiaries and a questionnaire was designed in order to determine the contributing factors to the success or failure of the business and if the objectives of the Programme was realised. In conclusion, the ESFP can be regarded as a sustainable programme which contributed to job creation and social upliftment. The ESFP should be strengthened with a small business incubation programme in order to enhance its sustainability.
Public Administration & Management
M. Tech. (Public Management)