An analysis of crime trends at University of Fort Hare, Alice campus: Ten years (2008-2018) projection case studies
- Giyama, Mlungisi https://orcid.org/0000-0002-4024-9447
- Authors: Giyama, Mlungisi https://orcid.org/0000-0002-4024-9447
- Date: 2020
- Subjects: Criminal statistics , Victims of crimes surveys
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/28584 , vital:74447
- Description: This research has concerted on the trend of crimes committed at University Fort Hare over past ten years. The previous conducted researches show several forms of crimes committed at different higher learning institutions and some crime are even cited happening in South Africa. The problem is Incompetence of University of Fort Hare security guards, which are responsible to prevent the occurrence of crime at the Alice campus. The university have scarcity of programmes that intends to inform students and staff members on how to protect themselves when there is crime threat. University of Fort Hare has unlimited access by community members. The knowledge gap on crimes committed at higher leaning is unexplained psychological such as depression and stress experienced by perpetrators. Secondly, there is lack of studies focused on the discussion about importance of criminal background check of prospective students. The unavailability of electronics that scans dangerous weapons such as knife (okapi) result to crimes such as murder at University of Fort Hare. The problem of abusing alcohol and other drugs by students result to rapes when students are drunk or high. The study aims to evaluate the trend in crimes that occurred from July 2008 to August 2018 at the University of Fort Hare Alice Campus. The objective is to find out types of crimes that occur quarterly at the University of Fort Hare Alice Campus. To discover the perception of selected staff members and students about the safety on campus and to find strategies introduced by the university to address crimes that are committed at University of Fort Hare Alice campus. The study has adopted qualitative research method and exploratory research design. The questions to be asked include what types of crimes occur at University of Fort Hare Alice Campus and how is the perception of selected staff members and students about the safety on campus? The researcher found out that crimes occurring at the University of Fort Hare Alice Campus has changed to new forms of crimes such as murder, looting of shops, slaughtering cattle, deformation of character on social media, bribery for academic admission, arson of buildings, stealing of university property, rapes and sexual assaults meanwhile these crimes were not prominent before 2008. The researcher discovered that students are the ones mostly affected by crimes that happened at University of Fort Hare (UFH) Alice campus in 2015, 2016 and 2018 thereafter followed staff members. Most people who are victims of crimes at University of Fort Hare (UFH) Alice campus arrived between 2014 and 2016. The study indicates that fewer security officers and lack of security equipment such as communicating radios cause crimes at University of Fort Hare (UFH) Alice campus. Cases reported to the security office takes a long time to conclude. Dark parts at the campus are found to cause some of crimes at the University of Fort Hare Alice campus. The significant of conducting this study, will help University of Fort Hare develop better policies regarding crimes on campus. The researcher also wanted to support the consistency of trying to find out a solution for university crime. It is recommended that University of Fort Hare management needs to hire more guards to make sure that each residence and building has a guard. During events at Alice campus that includes people from outside, there must be police and event’s organisers need to present security plan when they are requesting university facilities to ensure the safeness of staff members and students. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2020
- Full Text:
- Authors: Giyama, Mlungisi https://orcid.org/0000-0002-4024-9447
- Date: 2020
- Subjects: Criminal statistics , Victims of crimes surveys
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/28584 , vital:74447
- Description: This research has concerted on the trend of crimes committed at University Fort Hare over past ten years. The previous conducted researches show several forms of crimes committed at different higher learning institutions and some crime are even cited happening in South Africa. The problem is Incompetence of University of Fort Hare security guards, which are responsible to prevent the occurrence of crime at the Alice campus. The university have scarcity of programmes that intends to inform students and staff members on how to protect themselves when there is crime threat. University of Fort Hare has unlimited access by community members. The knowledge gap on crimes committed at higher leaning is unexplained psychological such as depression and stress experienced by perpetrators. Secondly, there is lack of studies focused on the discussion about importance of criminal background check of prospective students. The unavailability of electronics that scans dangerous weapons such as knife (okapi) result to crimes such as murder at University of Fort Hare. The problem of abusing alcohol and other drugs by students result to rapes when students are drunk or high. The study aims to evaluate the trend in crimes that occurred from July 2008 to August 2018 at the University of Fort Hare Alice Campus. The objective is to find out types of crimes that occur quarterly at the University of Fort Hare Alice Campus. To discover the perception of selected staff members and students about the safety on campus and to find strategies introduced by the university to address crimes that are committed at University of Fort Hare Alice campus. The study has adopted qualitative research method and exploratory research design. The questions to be asked include what types of crimes occur at University of Fort Hare Alice Campus and how is the perception of selected staff members and students about the safety on campus? The researcher found out that crimes occurring at the University of Fort Hare Alice Campus has changed to new forms of crimes such as murder, looting of shops, slaughtering cattle, deformation of character on social media, bribery for academic admission, arson of buildings, stealing of university property, rapes and sexual assaults meanwhile these crimes were not prominent before 2008. The researcher discovered that students are the ones mostly affected by crimes that happened at University of Fort Hare (UFH) Alice campus in 2015, 2016 and 2018 thereafter followed staff members. Most people who are victims of crimes at University of Fort Hare (UFH) Alice campus arrived between 2014 and 2016. The study indicates that fewer security officers and lack of security equipment such as communicating radios cause crimes at University of Fort Hare (UFH) Alice campus. Cases reported to the security office takes a long time to conclude. Dark parts at the campus are found to cause some of crimes at the University of Fort Hare Alice campus. The significant of conducting this study, will help University of Fort Hare develop better policies regarding crimes on campus. The researcher also wanted to support the consistency of trying to find out a solution for university crime. It is recommended that University of Fort Hare management needs to hire more guards to make sure that each residence and building has a guard. During events at Alice campus that includes people from outside, there must be police and event’s organisers need to present security plan when they are requesting university facilities to ensure the safeness of staff members and students. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2020
- Full Text:
The role of primary schools in promoting democratic values of justice, equality and liberty in pupils: a study of Shamva district, Zimbabwe
- Authors: Dzavo, Joseph
- Date: 2020
- Subjects: Democracy and education , Education -- Zimbabwe -- History , Education, Primary -- Curricula
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27297 , vital:66696
- Description: This study examines the role of primary schools in promoting democratic values of justice, equality and liberty in pupils in Shamva District, Zimbabwe. The study was necessitated by the continual abuse of democratic values by school leavers in the district before, during and after elections. Such continued abuses make one wonder if schools really inculcate democratic values of justice, equality and liberty in their pupilsas enshrined in the curriculum. Using a qualitative approach, the study is located within the interpretivist research paradigm. A case study design was adopted and three primary schools in Shamva District were purposively and conveniently selected for this study. The sample comprised three 3 primary schools heads, three 3 deputy heads, nine 9 teachers, five 5 school leavers and fifteen 15 prefects aged between 10 and 15 years old. Data was generated through semi-structured face-to-face interviews, focus group interviews and document analysis. The findings of the study revealed that schools had challenges in inculcating democratic values of justice, equality and liberty in learners. The challenges included difficulties in interpreting the syllabi on inculcation of democratic values of justice, equality and liberty in learners; democratic values being viewed as sensitive content usually misconstrued to be favouring certain political agendas by community members; and the lack of a clear cut democratic values curriculum framework to guide teachers on teaching democratic values of justice, equality and liberty. Some of the recommendations were that teachers should be protected by legal instruments like policies to enable them to freely teach sensitive content. Teachers also need empowerment in syllabus interpretation on the inculcation of democratic values to be able to effectively promote the teaching of democratic values of justice, equality and liberty. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Authors: Dzavo, Joseph
- Date: 2020
- Subjects: Democracy and education , Education -- Zimbabwe -- History , Education, Primary -- Curricula
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27297 , vital:66696
- Description: This study examines the role of primary schools in promoting democratic values of justice, equality and liberty in pupils in Shamva District, Zimbabwe. The study was necessitated by the continual abuse of democratic values by school leavers in the district before, during and after elections. Such continued abuses make one wonder if schools really inculcate democratic values of justice, equality and liberty in their pupilsas enshrined in the curriculum. Using a qualitative approach, the study is located within the interpretivist research paradigm. A case study design was adopted and three primary schools in Shamva District were purposively and conveniently selected for this study. The sample comprised three 3 primary schools heads, three 3 deputy heads, nine 9 teachers, five 5 school leavers and fifteen 15 prefects aged between 10 and 15 years old. Data was generated through semi-structured face-to-face interviews, focus group interviews and document analysis. The findings of the study revealed that schools had challenges in inculcating democratic values of justice, equality and liberty in learners. The challenges included difficulties in interpreting the syllabi on inculcation of democratic values of justice, equality and liberty in learners; democratic values being viewed as sensitive content usually misconstrued to be favouring certain political agendas by community members; and the lack of a clear cut democratic values curriculum framework to guide teachers on teaching democratic values of justice, equality and liberty. Some of the recommendations were that teachers should be protected by legal instruments like policies to enable them to freely teach sensitive content. Teachers also need empowerment in syllabus interpretation on the inculcation of democratic values to be able to effectively promote the teaching of democratic values of justice, equality and liberty. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
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