Electronic Theses and Dissertations (Masters)

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    Collaborative Governance and the Social Compact during the Covid-19 pandemic
    (University of the Witwatersrand, Johannesburg, 2023) Gilbert, Adele
    South Africa has a strong history of tripartite co-operation and collaborative governance since democratic rule in 1994. As a democratic developing country, through the constitution, South Africa aims to follow the principles of good governance and promotes broad social actor (labour, business and civil society) inclusion as a means to develop a more equal and inclusive society. This form of governance is used across the various tiers of government in South Africa namely national, provincial and local, taking on a range of different institutional forms. It has also been used to tackle a diverse range of issues in sectors including but not limited to health, environment, economic and education. The purpose of this research study was to investigate collaborative governance in the local manufacture of Personal Protective Equipment (PPE) and the insights this has provided on the challenges, obstacles and prospects for establishing a social compact for a South African economic recovery post the COVID-19 pandemic. This was done by exploring the understanding of collaborative governance and social compacting and the perspective of different social actors to the success of using these forms as a means to achieve successful collaborative outcomes for society during the pandemic. The study then considered what insights this process of collaborative governance has provided to guide the development of a social compact. Lastly the study explored if social solidarity plays any role in collaborative governance and what this enables within such an institutional setting. The outcome of the research has revealed the importance major external shocks such as a global pandemic play in creating a context of shared risk, creating the potential for uniting social actors in the pursuit of solutions which serve the broader society. This has been contrasted by findings in relation to the effects of sectoral interests on the outcomes of collaborative governance, as well as the layered complexity of social actor groupings within South Africa and its impact on long term societal gains. It appears that this, along with a number of other challenges, poses significant obstacles to the development and implementation of a more society-centred social compact for South Africa, which is supported by implementation and accountability across social actors aimed at real societal transformation
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    Examining the extent which the SAIVCET support institute for TVET colleges in South Africa has accomplished its primary roles one to six
    (University of the Witwatersrand, Johannesburg, 2023) Tutu, Bongiwe; Motsepe, Dikgang
    The National Development Plan (NDP) envisions South Africa’s economic transformation by focusing on higher education and skills development. Since its adoption in 2012, it has emphasised the crucial role of Technical, Vocational Education and Training (TVET) colleges as the major institutions to improve education, skills development and to enhance economic growth. Despite this realization, there are shortfalls that remain within TVET colleges, whereupon the NDP states, “the FET (TVET) system is not effective, it is too small and the output quality is poor” (NDP, 2012: 40). The Department of Higher Education and Training (DEHET) established the South African Institute for Vocational and Continuing Education and Training (SAIVCET) to support the TVET colleges. The SAIVCET was established on six primary roles and three implementation objectives. Using the qualitative survey research approach, adopting questionnaires and semi-structured interviews to gather and assess data, this research examines the extent to which the institute has accomplished the six primary roles and fulfilled the purpose behind its establishment. Through the purposive sampling of the research participants used, this research has found that the rationale and importance for the SAIVCET to strengthen the TVET and CET sector is unquestionable. However, research findings and conceptual analysis indicates that there have been challenges to the formal implementation of the SAIVCET. The institute was projected for 2012, however has yet to be established due to funding and governance constraints. As a result, SAIVCET has no governance structure. In the interim, a “SAIVCET Project” which is an informal body was formed to fulfil some of the functions and primary roles of the main SAVICET body. In a recent 2020/21 DHET Annual Performance Plan, the SAIVCET is still presented as a planned initiative, which has been projected for implementation in the period 2020 – 2025 (DHET, 2020: 10). In examining the primary roles of the SAIVCET support institute for TVET colleges in South Africa, this research has found that, the extent to which the SAIVCET, even as acting through the SAIVCET Project, fulfilled its primary roles is poor. The findings indicate that the SAIVCET has attained average to poor results in effectively fulfilling of its primary roles. Each of the primary roles received consolidated scores that are below average (below 50 percent) from the participants’ primary data. The conceptual framework and analysis further indicates the lacking impact of the institute, particularly under assessments of the Good governance framework and the Education policy implementation framework. This research recommends DHET uphold publishing annual reports to the functions and progress of the SAIVCET and SAIVCET Project, in order to enable public awareness and engagement on developments within higher education. Further, this research recommends a two-year progress review of the SAIVCET once it has been established. Further, this research study recommends coordinated efforts among various ministries, stakeholders, public and private sectors and higher education institutions, on the functions and resources for SAIVCET. Furthermore, this study recommends an institutional push for shifts in mind-sets, particularly among employers with bias when selecting candidates from higher education institutions and TVET colleges. Furthermore, this research recommends funding and resources, which are allocated without reservations, but for the sole purpose of advancing progress
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    Assessing Forward Planning in Rural Local Government: A Case Study of Moqhaka Local Municipality
    (University of the Witwatersrand, Johannesburg, 2023) Sebola-Samanyanga, Jackson; Pooe, T. K.
    Rural planning in post-apartheid South Africa faces challenges in addressing the future proactively. This is largely due to the unjust policies and governmental approaches of the colonial era and apartheid that continue to this day. Literature suggests that little attention has been paid to the relationship between rural planning and future orientation, with planning being reduced to solving today's problems rather than developing a vision for the future (Isserman, 1985; Meng, 2009; Muñoz-Erickson et al., 2021). Against this background, Ngumbela (2021, p. 84) poses a critical question: Are South African local municipalities the tools of effective and efficient local service delivery, backed by a capable state and Developmental Local Government whose impact is merely a short drive from the fog into the light – or are they moving further into the dark? (2021:84) The study problematises rural local government development as preoccupied with redressing past injustices and aims to determine whether a proactive engagement with the future informs non-metropolitan rural local government planning. Adopting a qualitative approach, the study evaluated Moqhaka Local Municipality's planning systems and tools using two methods: interviews and content analysis. The study found that the question posed by Ngumbela (20210) highlights the need for local governments to be restructured and redefined in order to be developmental. It also proposes that future studies and planning be (re)merged to maximise the known and minimise the unknown. In essence, the study provides valuable insights into the realities of local rural planning and its engagement with the future.
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    Land management and the use of communal land: The case of the Mchunu Traditional Authority and Alfred Duma Municipality
    (University of the Witwatersrand, Johannesburg, 2023) Khanyile, Nonkululeko Nomfundo; Abraham, Caryn
    For centuries, traditional leadership in Africa was the sole authority over traditional land. They were in charge of allocating and managing land. The beginnings of colonisation and, later, apartheid in South Africa, disrupted these functions by traditional authorities. This posed a significant challenge to the traditional authorities. African countries were decolonized in the years that followed. Following decolonisation and the apartheid government, the citizens in South Africa elected a democratic government that established laws that could regulate how traditional leaders performed their duties in areas under their jurisdiction. However, in 2013, the Spatial Planning and Land Use Management Act (SPLUMA) was introduced, and this act presented conflicts between traditional authorities and the local government. The conflict emanates as a result of ambiguities in the act that do not specify the particular roles of local government and traditional authorities in relation to land use management. The research looked into how the Mchunu Traditional Authority (MTA) and Alfred Duma Municipality in Ladysmith, KwaZulu Natal, interact on land governance issues. The study employed a qualitative research methodology and utilised snowball sampling. It used in-depth interviews to gather primary data. The questions focused on the governance interface between the two institutions and their distinct functions and roles. The study found that the local government and the traditional authorities are knowledgeable about their functions, which is contrary to some of the findings in studies referenced in the literature. It also found that the institutions have never experienced conflict on issues of land governance and continue to efficiently co- govern
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    Examining the extent which the SAIVCET support institute for TVET colleges in South Africa has accomplished its primary roles one to six
    (2023-02) Tutu, Bongiwe
    The National Development Plan (NDP) envisions South Africa’s economic transformation by focusing on higher education and skills development. Since its adoption in 2012, it has emphasised the crucial role of Technical, Vocational Education and Training (TVET) colleges as the major institutions to improve education, skills development and to enhance economic growth. Despite this realization, there are shortfalls that remain within TVET colleges, whereupon the NDP states, “the FET (TVET) system is not effective, it is too small and the output quality is poor” (NDP, 2012: 40). The Department of Higher Education and Training (DEHET) established the South African Institute for Vocational and Continuing Education and Training (SAIVCET) to support the TVET colleges. The SAIVCET was established on six primary roles and three implementation objectives. Using the qualitative survey research approach, adopting questionnaires and semi-structured interviews to gather and assess data, this research examines the extent to which the institute has accomplished the six primary roles and fulfilled the purpose behind its establishment. Through the purposive sampling of the research participants used, this research has found that the rationale and importance for the SAIVCET to strengthen the TVET and CET sector is unquestionable. However, research findings and conceptual analysis indicates that there have been challenges to the formal implementation of the SAIVCET. The institute was projected for 2012, however has yet to be established due to funding and governance constraints. As a result, SAIVCET has no governance structure. In the interim, a “SAIVCET Project” which is an informal body was formed to fulfil some of the functions and primary roles of the main SAVICET body. In a recent 2020/21 DHET Annual Performance Plan, the SAIVCET is still presented as a planned initiative, which has been projected for implementation in the period 2020 – 2025 (DHET, 2020: 10). In examining the primary roles of the SAIVCET support institute for TVET colleges in South Africa, this research has found that, the extent to which the SAIVCET, even as acting through the SAIVCET Project, fulfilled its primary roles is poor. The findings indicate that the SAIVCET has attained average to poor results in effectively fulfilling of its primary roles. Each of the primary roles received consolidated scores that are below average (below 50 percent) from the participants’ primary data. The conceptual framework and analysis further indicates the lacking impact of the institute, particularly under assessments of the Good governance framework and the Education policy implementation framework. This research recommends DHET uphold publishing annual reports to the functions and progress of the SAIVCET and SAIVCET Project, in order to enable public awareness and engagement on developments within higher education. Further, this research recommends a two-year progress review of the SAIVCET once it has been established. Further, this research study recommendscoordinated efforts among various ministries, stakeholders, public and private sectors and higher education institutions, on the functions and resources for SAIVCET. Furthermore, this study recommends an institutional push for shifts in mind-sets, particularly among employers with bias when selecting candidates from higher education institutions and TVET colleges. Furthermore, this research recommends funding and resources, which are allocated without reservations, but for the sole purpose of advancing progress, transformation and human development. This requires rigid policy interventions within South Africa’s education system. This research can be used to build on new and existing studies of frameworks on TVETs and SAIVCET.