An analysis of change and transformation strategies: the Department of Home Affairs, Province of the Eastern Cape
- Authors: Biyase, Sibongiseni Nobert
- Date: 2014
- Subjects: South Africa -- Department of Home Affairs , Civil service reform -- South Africa -- Eastern Cape , Social change -- South Africa
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:8329 , http://hdl.handle.net/10948/d1020373
- Description: The South African public sector is important for the sustainable growth and development of the country. One of its major responsibilities is to ensure that all citizens have access to and receive the services they need. The manner in which public sector institutions are structured has an impact on the delivery of effective and efficient services to citizens.Achieving a high degree of productivity is an important objective of public service organisations across the world given the pressure to deliver quality public goods and services within the limits of ever-increasing resource constraints. The South African Public Service is no exception to this global phenomenon. The focus on the public service is therefore continuously to improve performance to meet citizens’ needs. Where as performance is directed at measuring outputs achieved, productivity goes an important step further by measuring the relationship between the resources used to achieve outputs. The focus of this study is the analysis of change and transformation strategies in the Department of Home Affairs, Province of the Eastern Cape. The primary purpose was to assess the current state of service delivery in the Department of Home Affairs and to ascertain how continuous monitoring and evaluation could be factored in to enhance the delivery of services. The target population was the employees and clients of the Department of Home Affairs. Employees were selected randomly and asked to participate in the study. The sample was a convenient-purposive sampling and a quantitative research questionnaire was used.
- Full Text:
- Date Issued: 2014
- Authors: Biyase, Sibongiseni Nobert
- Date: 2014
- Subjects: South Africa -- Department of Home Affairs , Civil service reform -- South Africa -- Eastern Cape , Social change -- South Africa
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:8329 , http://hdl.handle.net/10948/d1020373
- Description: The South African public sector is important for the sustainable growth and development of the country. One of its major responsibilities is to ensure that all citizens have access to and receive the services they need. The manner in which public sector institutions are structured has an impact on the delivery of effective and efficient services to citizens.Achieving a high degree of productivity is an important objective of public service organisations across the world given the pressure to deliver quality public goods and services within the limits of ever-increasing resource constraints. The South African Public Service is no exception to this global phenomenon. The focus on the public service is therefore continuously to improve performance to meet citizens’ needs. Where as performance is directed at measuring outputs achieved, productivity goes an important step further by measuring the relationship between the resources used to achieve outputs. The focus of this study is the analysis of change and transformation strategies in the Department of Home Affairs, Province of the Eastern Cape. The primary purpose was to assess the current state of service delivery in the Department of Home Affairs and to ascertain how continuous monitoring and evaluation could be factored in to enhance the delivery of services. The target population was the employees and clients of the Department of Home Affairs. Employees were selected randomly and asked to participate in the study. The sample was a convenient-purposive sampling and a quantitative research questionnaire was used.
- Full Text:
- Date Issued: 2014
The RDP: April 27, 1995, the first year reviewed
- Ministry in the Office of the President
- Authors: Ministry in the Office of the President
- Date: 1995-04
- Subjects: Reconstruction and development programme (South Africa) , South Africa -- Politics and government -- 1994- , South Africa -- Economic policy , Social change -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/75885 , vital:30479
- Description: The inauguration of the Government of National Unity created the necessary conditions for us to start the challenging task of changing South African society for the better. This is what we had set ourselves to do during the years of struggle to rid our country of apartheid. Now South Africans can, under conditions of freedom, work together to make our country the land of our dreams. This means further enhancing the freedoms we now enjoy; improving the security of citizens at home, in the streets and at work; and raising the quality of life of all the people. Reconstruction and development means all these things: to change all aspects of our lives for the better. Among the urgent tasks the government has set itself is to work together with all citizens to improve the provision of education, health services, housing, water supply, land, electricity, refuse removal, roads and so on. This demands of government that we change the manner in which public funds have all along been used. Everything should be done to create conditions in which the economy can improve and provide more jobs. To realise all these objectives requires co-operation among us as hard-working and responsible citizens. Immediately the Government of National Unity was installed, we started the planning required to meet these goals. At the same time, we also launched Presidential Lead Projects aimed at improving the lives of especially the poor, women and children. But this was just the beginning. For, in the end, we should change the allocation of all public funds towards the new priorities. Government should involve the people more actively at all stages of reconstruction and development. We should operate in an open manner guided by the wisdom of the people themselves. From the projects started last year, many of these ideals have started to take shape. But we continue to learn many lessons. This booklet outlines the concrete steps that have been taken thus far, in the long journey towards a better life for all. As this account shows, this task is not an easy one. But, working together, in the spirit of Masakhane, South Africans are more than capable of realising the good things that our beautiful country can offer.
- Full Text:
- Date Issued: 1995-04
- Authors: Ministry in the Office of the President
- Date: 1995-04
- Subjects: Reconstruction and development programme (South Africa) , South Africa -- Politics and government -- 1994- , South Africa -- Economic policy , Social change -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/75885 , vital:30479
- Description: The inauguration of the Government of National Unity created the necessary conditions for us to start the challenging task of changing South African society for the better. This is what we had set ourselves to do during the years of struggle to rid our country of apartheid. Now South Africans can, under conditions of freedom, work together to make our country the land of our dreams. This means further enhancing the freedoms we now enjoy; improving the security of citizens at home, in the streets and at work; and raising the quality of life of all the people. Reconstruction and development means all these things: to change all aspects of our lives for the better. Among the urgent tasks the government has set itself is to work together with all citizens to improve the provision of education, health services, housing, water supply, land, electricity, refuse removal, roads and so on. This demands of government that we change the manner in which public funds have all along been used. Everything should be done to create conditions in which the economy can improve and provide more jobs. To realise all these objectives requires co-operation among us as hard-working and responsible citizens. Immediately the Government of National Unity was installed, we started the planning required to meet these goals. At the same time, we also launched Presidential Lead Projects aimed at improving the lives of especially the poor, women and children. But this was just the beginning. For, in the end, we should change the allocation of all public funds towards the new priorities. Government should involve the people more actively at all stages of reconstruction and development. We should operate in an open manner guided by the wisdom of the people themselves. From the projects started last year, many of these ideals have started to take shape. But we continue to learn many lessons. This booklet outlines the concrete steps that have been taken thus far, in the long journey towards a better life for all. As this account shows, this task is not an easy one. But, working together, in the spirit of Masakhane, South Africans are more than capable of realising the good things that our beautiful country can offer.
- Full Text:
- Date Issued: 1995-04
Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa
- Authors: Mohamed, Gishma
- Date: 2013
- Subjects: Education -- Study and teaching -- South Africa , Low-performing schools -- South Africa , Social change -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9463 , http://hdl.handle.net/10948/d1020347
- Description: During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.
- Full Text:
- Date Issued: 2013
- Authors: Mohamed, Gishma
- Date: 2013
- Subjects: Education -- Study and teaching -- South Africa , Low-performing schools -- South Africa , Social change -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9463 , http://hdl.handle.net/10948/d1020347
- Description: During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.
- Full Text:
- Date Issued: 2013
Not Yet Uhuru! Attuning to, re-imagining and regenerating transgressive decolonial pedagogical praxis across times Khapa(ring) the rising cultures of change drivers in contemporary South Africa
- Authors: Kulundu-Bolus, Injairu
- Date: 2020
- Subjects: Not Yet Uhuru (Arts Project) , Anti-imperialist movements -- South Africa , Education -- Social aspects -- South Africa , Social change -- South Africa , Education -- Philosophy -- South Africa , Arts and society -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/166081 , vital:41327 , 10.21504/10962/166081
- Description: The “Not yet Uhuru!” project positions itself as emancipatory African research in motion. It is a regenerative project that responds to the concern that whilst dominant discourses can articulate what African states, societies and economies are not, we still know very little about what they actually are. This is a particularly important gap in how research on Africa is conceptualised, especially as it pertains to apprehending the futures that the majority of young people on the continent are instinctively leading themselves to (Mbembe, 2001, p.9). The project seeks to forgo youth development strategies that act as a form of containment by prescribing normative aspects of citizenship on young leaders in ways that stifle the transgressive impulses they have reason to value (Kelley in Tuck and Yang, 2014, p.89). The study traces rising cultures in transgressive decolonial pedagogical praxis across times, as a way of “khapa(ring)” or accompanying the contemporary questions that Change Drivers in South Africa hold at the edge of their praxis. The study co-conspired with 21 Change Drivers in South Africa who were interested in regenerating and re-imagining what transgressive decolonial praxis could be in these times based on their experiences and learnings. Residential art-based workshops that explored each co-conspirator’s offerings on the subject were distilled through the medium of film. These in turn were analysed using an “ethics of attunement” that produced songs as a reflexive pedagogical tool (Lispari, 2014, p.176). Sharing the resonate echoes of their praxis through song created another iterative reflection on their praxis two years after their initial offerings. As a way of weaving together the findings with a historical perspective, the resonant praxis of Change Drivers was put into conversation with three unconventional reviews that trace impulses around transgressive decolonial pedagogical praxis through fictional texts, political theory, poetry and intergenerational analysis, in order to surface resonant themes in praxis that echo across different times in history. This methodology sought to engage the question of the archive in pluriversal ways that appealed to different sensibilities, including the imaginative and hermeneutical, the traditionally analytical as well as the gifts of the lyrical and the erotic as different conceptual threads needed to resource the study. The reviews additionally spanned periods in the history of the continent that hold questions around precolonial and nascent colonial encounters, efforts to transgress within the liberatory movements and the intergenerational transmissions embedded in women and queer people’s struggles. The themes that coalesced across times were leveraged into capsules of rising cultures that form an experimental nexus for the practice of transgressive decolonial pedagogical praxis that is already underway. These rising cultures were conceptualised as meditations on what it means to live into a vision of home built on the explorations of a paradigm of peace, humanness, pluriversality and decolonial love for those like and unlike us that strive for freedom on this continent (Dlala, 2017, p.52; Ndlovu- Gatsheni, 2013, p.142; Gqola, 2017, pp.197, 199). The rising ultures were reconciled through the creation of a litany that chronicles different refrains in transgressive decolonial pedagogical praxis in contemporary times. The litany is a tool that charts particular experiences that are surfacing as symptomatic. It seeks to generously surface the contradictions that we are collectively starting to see past, whilst acknowledging the tensions that we need to straddle, integrate and navigate towards greater synthesis. The litany is an honest way of acknowledging the glimpses gained of who we are in this present moment, while we continually challenge ourselves to open up to questions about what it means to grapple towards decolonial futures. This stance has influenced my role as an educator to unconditionally embrace movements that already underway, and reflect these back to those that I am conspiring with in ways that promote an ethic of care, solidarity and critical engagement. The study celebrates what is possible when we do not theorise ourselves away from the questions embedded in our current praxis. This is an ethic that chooses to stay close to the phenomena arriving at present, whilst acknowledging the historical experiences that echo it as a collective pulse for meaningful experimentation and praxis. The study believes by being faithful to ways of amplifying, integrating and reflecting what has been emerging for us over time, we build our capacity to better respond with an ethic centred on transgressive decolonial pedagogical praxis. This is the kind of accompaniment and care that Change Drivers across the continent deserve as they make the way towards a future worthy of their longing (Rushdie, 1999).
- Full Text:
- Date Issued: 2020
- Authors: Kulundu-Bolus, Injairu
- Date: 2020
- Subjects: Not Yet Uhuru (Arts Project) , Anti-imperialist movements -- South Africa , Education -- Social aspects -- South Africa , Social change -- South Africa , Education -- Philosophy -- South Africa , Arts and society -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/166081 , vital:41327 , 10.21504/10962/166081
- Description: The “Not yet Uhuru!” project positions itself as emancipatory African research in motion. It is a regenerative project that responds to the concern that whilst dominant discourses can articulate what African states, societies and economies are not, we still know very little about what they actually are. This is a particularly important gap in how research on Africa is conceptualised, especially as it pertains to apprehending the futures that the majority of young people on the continent are instinctively leading themselves to (Mbembe, 2001, p.9). The project seeks to forgo youth development strategies that act as a form of containment by prescribing normative aspects of citizenship on young leaders in ways that stifle the transgressive impulses they have reason to value (Kelley in Tuck and Yang, 2014, p.89). The study traces rising cultures in transgressive decolonial pedagogical praxis across times, as a way of “khapa(ring)” or accompanying the contemporary questions that Change Drivers in South Africa hold at the edge of their praxis. The study co-conspired with 21 Change Drivers in South Africa who were interested in regenerating and re-imagining what transgressive decolonial praxis could be in these times based on their experiences and learnings. Residential art-based workshops that explored each co-conspirator’s offerings on the subject were distilled through the medium of film. These in turn were analysed using an “ethics of attunement” that produced songs as a reflexive pedagogical tool (Lispari, 2014, p.176). Sharing the resonate echoes of their praxis through song created another iterative reflection on their praxis two years after their initial offerings. As a way of weaving together the findings with a historical perspective, the resonant praxis of Change Drivers was put into conversation with three unconventional reviews that trace impulses around transgressive decolonial pedagogical praxis through fictional texts, political theory, poetry and intergenerational analysis, in order to surface resonant themes in praxis that echo across different times in history. This methodology sought to engage the question of the archive in pluriversal ways that appealed to different sensibilities, including the imaginative and hermeneutical, the traditionally analytical as well as the gifts of the lyrical and the erotic as different conceptual threads needed to resource the study. The reviews additionally spanned periods in the history of the continent that hold questions around precolonial and nascent colonial encounters, efforts to transgress within the liberatory movements and the intergenerational transmissions embedded in women and queer people’s struggles. The themes that coalesced across times were leveraged into capsules of rising cultures that form an experimental nexus for the practice of transgressive decolonial pedagogical praxis that is already underway. These rising cultures were conceptualised as meditations on what it means to live into a vision of home built on the explorations of a paradigm of peace, humanness, pluriversality and decolonial love for those like and unlike us that strive for freedom on this continent (Dlala, 2017, p.52; Ndlovu- Gatsheni, 2013, p.142; Gqola, 2017, pp.197, 199). The rising ultures were reconciled through the creation of a litany that chronicles different refrains in transgressive decolonial pedagogical praxis in contemporary times. The litany is a tool that charts particular experiences that are surfacing as symptomatic. It seeks to generously surface the contradictions that we are collectively starting to see past, whilst acknowledging the tensions that we need to straddle, integrate and navigate towards greater synthesis. The litany is an honest way of acknowledging the glimpses gained of who we are in this present moment, while we continually challenge ourselves to open up to questions about what it means to grapple towards decolonial futures. This stance has influenced my role as an educator to unconditionally embrace movements that already underway, and reflect these back to those that I am conspiring with in ways that promote an ethic of care, solidarity and critical engagement. The study celebrates what is possible when we do not theorise ourselves away from the questions embedded in our current praxis. This is an ethic that chooses to stay close to the phenomena arriving at present, whilst acknowledging the historical experiences that echo it as a collective pulse for meaningful experimentation and praxis. The study believes by being faithful to ways of amplifying, integrating and reflecting what has been emerging for us over time, we build our capacity to better respond with an ethic centred on transgressive decolonial pedagogical praxis. This is the kind of accompaniment and care that Change Drivers across the continent deserve as they make the way towards a future worthy of their longing (Rushdie, 1999).
- Full Text:
- Date Issued: 2020
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