A critical review of broad based Black Economic Empowerment policy implementation in the forest sector in Amahlathi Municipality
- Authors: Haruna, Suraj
- Date: 2017
- Subjects: Blacks -- South Africa -- Economic conditions South Africa -- Economic policy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8736 , vital:33488
- Description: African countries have become synonymous with policy drafters and abortive policy implementers. After independence from long period colonialism, slavery and apartheid, African states policy administrators began putting in place policies to improve either the living conditions of citizens or the inequities emanating from the administration of colonial governments. However, these policies do little to naught to meet the aforementioned goals. The Free Education Systems in Nigeria and Ghana, and the Indigenization Policy in Zimbabwe are examples of policies that experienced miscarriage of policy implementation in the past. This study therefore, aspires to explore the Broad Based Black Economic Empowerment policy implementation in the forest sector and specifically identify bottlenecks in the implementation processes in South Africa. Qualitative approach was used in order to meet the primary and secondary objectives of the study. Semi structured interview questions were administered to relevant companies, institutions and the municipality which were purposely sampled to capture the processes of the BBBEE implementation. The study revealed that measured entities are complying with the prescript of the policy but that finance and a continuous policy amendment presents a bottleneck in the implementation dynamics. Lastly, labour intensive measured entities find it impossible to meet the skills development element due to high cost of training. These results suggest that the value envisaged is not being met. The study also found that verification agencies are effectively providing their watchdog function in the implementation of the policy however the use of technology is non-existent in monitoring the process. Finally the study found that agencies are hired by measured entities to verify their BBBEE status which presents a huge inducement for both parties to collude. It also found that the policy is implemented in a top-down approach hence municipalities have been relegated from the implementation process. The study recommends decentralization of the policy in a strategy called Local Economic Equity for the Disadvantaged (LEED) which involves the expertise of white South Africans and permanent resident people in order to build truly inclusive society envisaged by the Constitution of South Africa. Additionally, it recommends the use of technology dubbed e-BBBEE to implement the policy.
- Full Text:
- Date Issued: 2017
- Authors: Haruna, Suraj
- Date: 2017
- Subjects: Blacks -- South Africa -- Economic conditions South Africa -- Economic policy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8736 , vital:33488
- Description: African countries have become synonymous with policy drafters and abortive policy implementers. After independence from long period colonialism, slavery and apartheid, African states policy administrators began putting in place policies to improve either the living conditions of citizens or the inequities emanating from the administration of colonial governments. However, these policies do little to naught to meet the aforementioned goals. The Free Education Systems in Nigeria and Ghana, and the Indigenization Policy in Zimbabwe are examples of policies that experienced miscarriage of policy implementation in the past. This study therefore, aspires to explore the Broad Based Black Economic Empowerment policy implementation in the forest sector and specifically identify bottlenecks in the implementation processes in South Africa. Qualitative approach was used in order to meet the primary and secondary objectives of the study. Semi structured interview questions were administered to relevant companies, institutions and the municipality which were purposely sampled to capture the processes of the BBBEE implementation. The study revealed that measured entities are complying with the prescript of the policy but that finance and a continuous policy amendment presents a bottleneck in the implementation dynamics. Lastly, labour intensive measured entities find it impossible to meet the skills development element due to high cost of training. These results suggest that the value envisaged is not being met. The study also found that verification agencies are effectively providing their watchdog function in the implementation of the policy however the use of technology is non-existent in monitoring the process. Finally the study found that agencies are hired by measured entities to verify their BBBEE status which presents a huge inducement for both parties to collude. It also found that the policy is implemented in a top-down approach hence municipalities have been relegated from the implementation process. The study recommends decentralization of the policy in a strategy called Local Economic Equity for the Disadvantaged (LEED) which involves the expertise of white South Africans and permanent resident people in order to build truly inclusive society envisaged by the Constitution of South Africa. Additionally, it recommends the use of technology dubbed e-BBBEE to implement the policy.
- Full Text:
- Date Issued: 2017
Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science
- Authors: Mukwambo, Muzwangowenyu
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/8382 , vital:21389
- Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
- Full Text:
- Date Issued: 2017
- Authors: Mukwambo, Muzwangowenyu
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/8382 , vital:21389
- Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
- Full Text:
- Date Issued: 2017
Information and propaganda in the federation of Rhodesia and Nyasaland with special reference to print and radio propaganda for Africans, 1953-1963
- Authors: Zimudzi, Tapiwa Brown
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/6957 , vital:21204
- Description: This thesis contributes to the history of the information and propaganda policy and practice of the government of the Federation of Rhodesia and Nyasaland by examining this government's pro-Federation print and radio propaganda for Africans in the Federation. Using a multi-theoretical approach, it analyses the character of this propaganda, highlighting its main methods and themes as well as the policy considerations, plus political and economic circumstances that gave rise to it. It also discusses how Africans in the Federation reacted to this propaganda and assesses its effectiveness in gaining the support of these Africans for Federation and the policies of the Federal government. The thesis argues that Federal government propaganda aimed at gaining the support of Africans for Federation was predominantly panic-driven propaganda and was the product of an information panic that lay at the heart of the very idea of Federation itself. This information panic arose out of the Federal government's belated recognition of the strength of African opposition to Federation and of how this opposition seriously threatened the continued survival of the Federation. It is also argued that this panic-driven pro-Federation propaganda elicited largely hostile reactions from the majority of Africans in the Federation and failed to persuade them to support Federation.
- Full Text:
- Date Issued: 2017
- Authors: Zimudzi, Tapiwa Brown
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/6957 , vital:21204
- Description: This thesis contributes to the history of the information and propaganda policy and practice of the government of the Federation of Rhodesia and Nyasaland by examining this government's pro-Federation print and radio propaganda for Africans in the Federation. Using a multi-theoretical approach, it analyses the character of this propaganda, highlighting its main methods and themes as well as the policy considerations, plus political and economic circumstances that gave rise to it. It also discusses how Africans in the Federation reacted to this propaganda and assesses its effectiveness in gaining the support of these Africans for Federation and the policies of the Federal government. The thesis argues that Federal government propaganda aimed at gaining the support of Africans for Federation was predominantly panic-driven propaganda and was the product of an information panic that lay at the heart of the very idea of Federation itself. This information panic arose out of the Federal government's belated recognition of the strength of African opposition to Federation and of how this opposition seriously threatened the continued survival of the Federation. It is also argued that this panic-driven pro-Federation propaganda elicited largely hostile reactions from the majority of Africans in the Federation and failed to persuade them to support Federation.
- Full Text:
- Date Issued: 2017
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