An appraisal of the South African Government Macroeconomic Policies and Strategies (1994-2012)
- Authors: Zuma, Siziwe Monica
- Date: 2013
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11687 , http://hdl.handle.net/10353/d1013582
- Description: This study sought to do an overview and the role of Public Administration both as an academic discipline and as a discipline in practice. It sought to do a literature analysis of the macroeconomic policies and strategies that the democratic from 1994- 2012 particularly with regards to lowering unemployment and meeting public needs. The literature review on the Freedom Charter and the South African democratic government’s macroeconomic policies namely the RDP, GEAR, ASGISA, New Growth Plan, and the National Development Plan were studied in great detail in this study. Public Finance in terms of the tax revenues collected and public debt servicing costs have contributed to the capacity of the SA government to meet its public needs and social needs including poverty eradication. It identified that the NDP because of its longer term plan approach its goals could be realizable. It identified that the South African democratic government macroeconomic policy has been consistent since 1994 that of belt tightening or fiscal policy that is tight on fiscal spending and monetary policy also has remained the same although different names have been used over the period 1994-2012. The South African democratic government since 1994 has been pursuing austere fiscal policy. This is because it inherited a government that had high public debt and therefore had to prioritise of servicing that debt. That meant that there has been less funds available to spend on public needs as the aspirations of the people when they drafted and adopted in a congress of the ANC the freedom charter in 1955. The South African democratic government through its macroeconomic policy has created a number of positive changes in the country economically and socially that have benefited a lot of the previously marginalized people of South Africa however the macroeconomic objectives of reducing unemployment, growing the economy, increasing exports and lowering inflation still remain a huge challenge in this country. This study concludes that in order to increase revenues to meet public needs government needs to look at increasing its revenue base rather than borrowing the money as that will create the same challenge that it is currently facing hence it adopted the austere fiscal policy.
- Full Text:
- Date Issued: 2013
- Authors: Zuma, Siziwe Monica
- Date: 2013
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11687 , http://hdl.handle.net/10353/d1013582
- Description: This study sought to do an overview and the role of Public Administration both as an academic discipline and as a discipline in practice. It sought to do a literature analysis of the macroeconomic policies and strategies that the democratic from 1994- 2012 particularly with regards to lowering unemployment and meeting public needs. The literature review on the Freedom Charter and the South African democratic government’s macroeconomic policies namely the RDP, GEAR, ASGISA, New Growth Plan, and the National Development Plan were studied in great detail in this study. Public Finance in terms of the tax revenues collected and public debt servicing costs have contributed to the capacity of the SA government to meet its public needs and social needs including poverty eradication. It identified that the NDP because of its longer term plan approach its goals could be realizable. It identified that the South African democratic government macroeconomic policy has been consistent since 1994 that of belt tightening or fiscal policy that is tight on fiscal spending and monetary policy also has remained the same although different names have been used over the period 1994-2012. The South African democratic government since 1994 has been pursuing austere fiscal policy. This is because it inherited a government that had high public debt and therefore had to prioritise of servicing that debt. That meant that there has been less funds available to spend on public needs as the aspirations of the people when they drafted and adopted in a congress of the ANC the freedom charter in 1955. The South African democratic government through its macroeconomic policy has created a number of positive changes in the country economically and socially that have benefited a lot of the previously marginalized people of South Africa however the macroeconomic objectives of reducing unemployment, growing the economy, increasing exports and lowering inflation still remain a huge challenge in this country. This study concludes that in order to increase revenues to meet public needs government needs to look at increasing its revenue base rather than borrowing the money as that will create the same challenge that it is currently facing hence it adopted the austere fiscal policy.
- Full Text:
- Date Issued: 2013
Educators' experiences with the implementation of Grade 11 NCS English first additional language in selected schools in the Fort Beaufort Education District
- Authors: Besman, Shirley
- Date: 2012
- Subjects: Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16190 , http://hdl.handle.net/10353/d1006251 , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: One of the essential sectors that needed a drastic change in the post apartheid era in South Africa, was the education system or policy of the country. The government had a responsibility of combining together the nineteen different Departments of Education into which the schools were fragmented. It is in the interest of the country that, out of the eleven official languages of the country, learners should at least be fluent in two languages namely, the learner‟s mother language and any official language which will be treated as an additional language, thus, promoting additive bilingualism. This is on line with the country‟s constitution which has granted equal status to the eleven languages. That resulted in the formulation of two very imperative policies pertaining to schools; 1) The South African Schools Act (SASA) of 1996 which repeal all discriminatory policies of apartheid. On the issue of language the SASA placed the responsibility of choosing the school subjects to the School Governing Bodies (SGB) and 2) The Language-in- Education Policy (LiEP) of 1997 which is based on the recognition that South Africa is multilingual, and promotes learning of more than one official language. In an attempt to accomplish the constitutional obligation, and establish uniformity or equality in education, Curriculum 2005 which was later revised and known as the Revised National Statement and later revised and known as the NATIONAL Curriculum Statement, with the Outcomes Based Education as its approach, was introduced. The study investigated the experiences of educators with the implementation of NCS EFAL in Grade 11 in the Fort Beaufort Education District. English First Additional Language is used by the majority of schools as the Language of Learning and Teaching (LoLT). The study is located in the interpretive paradigm which sought to explore people‟s experiences and their views. Qualitative research approach was adopted in the study with the intentions of finding as much detail as possible on the experiences of educators with the implementation of NCS EFAL in the Grade 11 classrooms. Six EFAL educators in the Fort Beaufort Education District in the Nkonkobe Municipality were purposely selected for the study. Semi structured interviews consisting of precisely defined questions that were pre-prepared, yet at the same time permitted the EFAL educators to answer beyond what the researcher enquired, were also employed in the study. The results pointed out that all EFAL educators interviewed were qualified teachers and had specialized in English teaching. In addition, the study revealed that in the Fort Beaufort Education District, there were two categories of EFAL educators who were trained for the implementation of NCS EFAL; those who only received one week departmental workshop and those who on top of the one week departmental workshop, received a two year training in Advanced Certificate In Education (ACE) English Language Teaching (ELT) from a Higher Education. The dissimilarity between the two groups manifested in their respective schools between the educators and their Heads of Departments (HOD) who happen to have little knowledge of the implementation of the curriculum. It became evident that the group of educators who were trained in ACE ELT were more familiar with the requirements of the NCS EFAL. The other group which was not conversant with the NCS EFAL policies decided to maintain their old teaching methods. Key recommendations of the study: Policy makers should clarify terminology to be understood by all educators, the Department of Education should take full responsibility of retraining educators to ensure uniformity in training through the in-service trainings yearly.
- Full Text:
- Date Issued: 2012
- Authors: Besman, Shirley
- Date: 2012
- Subjects: Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16190 , http://hdl.handle.net/10353/d1006251 , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: One of the essential sectors that needed a drastic change in the post apartheid era in South Africa, was the education system or policy of the country. The government had a responsibility of combining together the nineteen different Departments of Education into which the schools were fragmented. It is in the interest of the country that, out of the eleven official languages of the country, learners should at least be fluent in two languages namely, the learner‟s mother language and any official language which will be treated as an additional language, thus, promoting additive bilingualism. This is on line with the country‟s constitution which has granted equal status to the eleven languages. That resulted in the formulation of two very imperative policies pertaining to schools; 1) The South African Schools Act (SASA) of 1996 which repeal all discriminatory policies of apartheid. On the issue of language the SASA placed the responsibility of choosing the school subjects to the School Governing Bodies (SGB) and 2) The Language-in- Education Policy (LiEP) of 1997 which is based on the recognition that South Africa is multilingual, and promotes learning of more than one official language. In an attempt to accomplish the constitutional obligation, and establish uniformity or equality in education, Curriculum 2005 which was later revised and known as the Revised National Statement and later revised and known as the NATIONAL Curriculum Statement, with the Outcomes Based Education as its approach, was introduced. The study investigated the experiences of educators with the implementation of NCS EFAL in Grade 11 in the Fort Beaufort Education District. English First Additional Language is used by the majority of schools as the Language of Learning and Teaching (LoLT). The study is located in the interpretive paradigm which sought to explore people‟s experiences and their views. Qualitative research approach was adopted in the study with the intentions of finding as much detail as possible on the experiences of educators with the implementation of NCS EFAL in the Grade 11 classrooms. Six EFAL educators in the Fort Beaufort Education District in the Nkonkobe Municipality were purposely selected for the study. Semi structured interviews consisting of precisely defined questions that were pre-prepared, yet at the same time permitted the EFAL educators to answer beyond what the researcher enquired, were also employed in the study. The results pointed out that all EFAL educators interviewed were qualified teachers and had specialized in English teaching. In addition, the study revealed that in the Fort Beaufort Education District, there were two categories of EFAL educators who were trained for the implementation of NCS EFAL; those who only received one week departmental workshop and those who on top of the one week departmental workshop, received a two year training in Advanced Certificate In Education (ACE) English Language Teaching (ELT) from a Higher Education. The dissimilarity between the two groups manifested in their respective schools between the educators and their Heads of Departments (HOD) who happen to have little knowledge of the implementation of the curriculum. It became evident that the group of educators who were trained in ACE ELT were more familiar with the requirements of the NCS EFAL. The other group which was not conversant with the NCS EFAL policies decided to maintain their old teaching methods. Key recommendations of the study: Policy makers should clarify terminology to be understood by all educators, the Department of Education should take full responsibility of retraining educators to ensure uniformity in training through the in-service trainings yearly.
- Full Text:
- Date Issued: 2012
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