Teacher's perspectives on the implementation of HIV/AIDS policy in OR Tambo Inland Education District: A case study of five selected schools
- Authors: Tebekana, Jongiwe
- Date: 2022-11
- Subjects: Teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/10842 , vital:75288
- Description: This thesis explored teachers’ perspectives in implementing HIV/AIDS policy in the O. R. Tambo Inland Education District. HIV/AIDS is one of the greatest challenges in the world and is crippling almost every aspect of society (politically, socially, financially, and educationally). In the education sector, it affects teachers, learners, their families, and the communities at large. Governments everywhere, especially Education Ministries, developed policies to combat the pandemic. In South Africa, the National Policy on HIV/AIDS for learners and teachers for public schools and students in Further Education and Training Institutions was published in 1999. The Department of Education also developed guidelines for teachers, to assist them in managing HIV/AIDS issues in Public Schools. Theoretically, this study was informed by the implementation theory of Pressman and Wildavsky (1973) who view policy implementation as a procedure of collaboration between the establishments of objectives, and Elite/Mass theory which implore that the key people in authority, who are considered as the elite group, determine policy without considering its implementation on the ground. This is a qualitative case study based on interpretivism, which strives to comprehend how individuals in everyday settings construct meaning and explain the events of their world. Purposive sampling was employed to identify twelve rich informants (teachers) from five purposively selected primary schools. Data were collected through document analysis, semi-structured interviews, and field notes. Findings reveal that teachers have insufficient knowledge about HIV/AIDS policy which they are expected to implement, they were insufficiently trained, lacked support, and encountered some barriers towards the implementation of HIV/AIDS policy. The study recommends that that professional in-service development programme should be developed by the Department of Basic Education (DBE) for all qualified Life Orientation (LO) teachers since HIV/AIDS is an aspect of the LO subject and DBE should increase school-based support visits by subject specialists to ensure that there is proper monitoring. It further recommends that policy formulators should engage the implementers in policy dissemination through meetings, newsletters, conferences, debates, circulars and networks like cluster and circuit networks to eradicate distortion of crucial policy information for implementation. It is further recommended based on the findings and informed by the two theoretical frameworks of Implementation and Elites/Mass theories, Tebekana Collaborative Policy Formulation, and Implementation model for the benefit of the schools is proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2024
- Full Text:
- Date Issued: 2022-11
- Authors: Tebekana, Jongiwe
- Date: 2022-11
- Subjects: Teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/10842 , vital:75288
- Description: This thesis explored teachers’ perspectives in implementing HIV/AIDS policy in the O. R. Tambo Inland Education District. HIV/AIDS is one of the greatest challenges in the world and is crippling almost every aspect of society (politically, socially, financially, and educationally). In the education sector, it affects teachers, learners, their families, and the communities at large. Governments everywhere, especially Education Ministries, developed policies to combat the pandemic. In South Africa, the National Policy on HIV/AIDS for learners and teachers for public schools and students in Further Education and Training Institutions was published in 1999. The Department of Education also developed guidelines for teachers, to assist them in managing HIV/AIDS issues in Public Schools. Theoretically, this study was informed by the implementation theory of Pressman and Wildavsky (1973) who view policy implementation as a procedure of collaboration between the establishments of objectives, and Elite/Mass theory which implore that the key people in authority, who are considered as the elite group, determine policy without considering its implementation on the ground. This is a qualitative case study based on interpretivism, which strives to comprehend how individuals in everyday settings construct meaning and explain the events of their world. Purposive sampling was employed to identify twelve rich informants (teachers) from five purposively selected primary schools. Data were collected through document analysis, semi-structured interviews, and field notes. Findings reveal that teachers have insufficient knowledge about HIV/AIDS policy which they are expected to implement, they were insufficiently trained, lacked support, and encountered some barriers towards the implementation of HIV/AIDS policy. The study recommends that that professional in-service development programme should be developed by the Department of Basic Education (DBE) for all qualified Life Orientation (LO) teachers since HIV/AIDS is an aspect of the LO subject and DBE should increase school-based support visits by subject specialists to ensure that there is proper monitoring. It further recommends that policy formulators should engage the implementers in policy dissemination through meetings, newsletters, conferences, debates, circulars and networks like cluster and circuit networks to eradicate distortion of crucial policy information for implementation. It is further recommended based on the findings and informed by the two theoretical frameworks of Implementation and Elites/Mass theories, Tebekana Collaborative Policy Formulation, and Implementation model for the benefit of the schools is proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2024
- Full Text:
- Date Issued: 2022-11
Accountability of the police to provincial governments in South Africa: a comparative analysis of law and practice in the eastern and Western Cape Provinces
- Authors: Tyabazayo, Phumlani
- Date: 2022-03
- Subjects: Police -- South Africa , Police power , Police administration
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22456 , vital:52323
- Description: The 2012 Constitutional Court matter between the national minister of police and the premier of the Western Cape (Minister of Police v Premier of the Western Cape 2013 (12) BCLR 1365 (CC)) concerning the exercise of provincial policing powers as provided for in chapter 11 of the Constitution of South Africa laid bare the tension between the national and provincial governments in the exercise of these powers. Despite the Court’s determination of the dispute, there are still grey areas regarding the constitutional obligations of the provinces with regard to policing. The result has been a lack of clarity and uniformity in the exercise of policing powers by various provinces in South Africa. Based on documentary analysis and interviews, this study explores the parameters of the powers of provinces in policing matters as well as the extent of accountability of the police to provincial governments in South Africa by comparing the law and practice in the Eastern Cape and Western Cape provinces. The study argues that if provinces are to effectively exercise their constitutional powers in policing matters, there needs to be a degree of uniformity in and a mutual understanding of the extent and parameters of provincial policing powers. Only when they clearly understand their powers in policing matters will provincial governments be able to develop legal and policy frameworks to consolidate their powers and effectively hold the police accountable. The study considers whether the current policing powers afforded to provinces are adequate and if not, whether constitutional reform is needed to afford provinces more and clearer policing powers. Furthermore, within the context of participatory democracy, the study takes an in-depth look into the accountability role of Community Police Forums. The study finds that, generally, provincial governments fall short in fulfilling the obligations imposed on them by the Constitution. The study further finds that, in practice, there is still uncertainty about the role of the provincial governments and the Civilian Secretariat for Police in policing matters. Among the recommendations of this study is that section 206 (1) of the Constitution be amended to give provinces power to formulate policing policy in respect of issues peculiar to a particular province. The study also proposes a model to enhance the exercise of provincial policing powers by provincial governments in South Africa. , Thesis (PhD) -- Faculty of Law, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Tyabazayo, Phumlani
- Date: 2022-03
- Subjects: Police -- South Africa , Police power , Police administration
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22456 , vital:52323
- Description: The 2012 Constitutional Court matter between the national minister of police and the premier of the Western Cape (Minister of Police v Premier of the Western Cape 2013 (12) BCLR 1365 (CC)) concerning the exercise of provincial policing powers as provided for in chapter 11 of the Constitution of South Africa laid bare the tension between the national and provincial governments in the exercise of these powers. Despite the Court’s determination of the dispute, there are still grey areas regarding the constitutional obligations of the provinces with regard to policing. The result has been a lack of clarity and uniformity in the exercise of policing powers by various provinces in South Africa. Based on documentary analysis and interviews, this study explores the parameters of the powers of provinces in policing matters as well as the extent of accountability of the police to provincial governments in South Africa by comparing the law and practice in the Eastern Cape and Western Cape provinces. The study argues that if provinces are to effectively exercise their constitutional powers in policing matters, there needs to be a degree of uniformity in and a mutual understanding of the extent and parameters of provincial policing powers. Only when they clearly understand their powers in policing matters will provincial governments be able to develop legal and policy frameworks to consolidate their powers and effectively hold the police accountable. The study considers whether the current policing powers afforded to provinces are adequate and if not, whether constitutional reform is needed to afford provinces more and clearer policing powers. Furthermore, within the context of participatory democracy, the study takes an in-depth look into the accountability role of Community Police Forums. The study finds that, generally, provincial governments fall short in fulfilling the obligations imposed on them by the Constitution. The study further finds that, in practice, there is still uncertainty about the role of the provincial governments and the Civilian Secretariat for Police in policing matters. Among the recommendations of this study is that section 206 (1) of the Constitution be amended to give provinces power to formulate policing policy in respect of issues peculiar to a particular province. The study also proposes a model to enhance the exercise of provincial policing powers by provincial governments in South Africa. , Thesis (PhD) -- Faculty of Law, 2022
- Full Text:
- Date Issued: 2022-03
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