An assessment of local economic development as a mechanism for poverty alleviation: a case study of Blue Crane Route Municipality in Cacadu District Municipality in the Eastern Cape
- Authors: Gqezengele, Ayanda
- Date: 2014
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11740 , http://hdl.handle.net/10353/d1018517
- Description: Prior to 1991, the development concept and strategy of Local Economic Development (LED) was not part of the development lexicon in South Africa. With the exception of some very limited local government advertising campaigns and the work of NGOs, the concept of locally –based and driven development interventions was an alien one in South African practice. The rigidities of the apartheid state, both in terms of its racial controls and its centralized management of all affairs precluded local development initiatives. What spatial economic development there was, focused on the flawed pre-1991 Regional Industrial Development Programme, which was tainted by failure to promote the former Homelands, corruption and faulty economic logic (Reflections on the Evolving Nature and Prospects of Local Economic Development in South Africa: 1990-2007). The post-apartheid government in its quest to alleviate poverty formulated a number of policies and legislation to guide developmental local government initiatives. Thus local government committed itself to, among others, building local economies and creating jobs for the people. By the end of Apartheid, South Africa’s economy was facing a variety of serious structural problems. The final two decades of the National Party’s regime had been particularly damaging to the economic climate, with stagnant economic growth (the average over the entire period was just 1.7%), declining per capita income (averaging -0.7% annually), increasing unemployment (using the broad definition, up from around 20% at the start of the 1970s to around 30% by 1994) and a spiraling debt problem (under the De Klerk government (1989-1994) alone, debt had increased from less than 3% of GDP to more than 9%, and total government debt more than doubled. Facing this “deep-seated structural crisis”, the government attempted to put together a policy framework that could begin to address the variety of problems being faced both economically and otherwise. The RDP White Paper, presented to Parliament in 1994, identified economic, social, legal, political, moral, cultural and environmental problems that the country faced.
- Full Text:
- Date Issued: 2014
- Authors: Gqezengele, Ayanda
- Date: 2014
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11740 , http://hdl.handle.net/10353/d1018517
- Description: Prior to 1991, the development concept and strategy of Local Economic Development (LED) was not part of the development lexicon in South Africa. With the exception of some very limited local government advertising campaigns and the work of NGOs, the concept of locally –based and driven development interventions was an alien one in South African practice. The rigidities of the apartheid state, both in terms of its racial controls and its centralized management of all affairs precluded local development initiatives. What spatial economic development there was, focused on the flawed pre-1991 Regional Industrial Development Programme, which was tainted by failure to promote the former Homelands, corruption and faulty economic logic (Reflections on the Evolving Nature and Prospects of Local Economic Development in South Africa: 1990-2007). The post-apartheid government in its quest to alleviate poverty formulated a number of policies and legislation to guide developmental local government initiatives. Thus local government committed itself to, among others, building local economies and creating jobs for the people. By the end of Apartheid, South Africa’s economy was facing a variety of serious structural problems. The final two decades of the National Party’s regime had been particularly damaging to the economic climate, with stagnant economic growth (the average over the entire period was just 1.7%), declining per capita income (averaging -0.7% annually), increasing unemployment (using the broad definition, up from around 20% at the start of the 1970s to around 30% by 1994) and a spiraling debt problem (under the De Klerk government (1989-1994) alone, debt had increased from less than 3% of GDP to more than 9%, and total government debt more than doubled. Facing this “deep-seated structural crisis”, the government attempted to put together a policy framework that could begin to address the variety of problems being faced both economically and otherwise. The RDP White Paper, presented to Parliament in 1994, identified economic, social, legal, political, moral, cultural and environmental problems that the country faced.
- Full Text:
- Date Issued: 2014
Clinical experiences of third-year student nurses in a public college in the Eastern Cape
- Authors: Tyanti, Mandisa
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11912 , http://hdl.handle.net/10353/d1016097
- Description: Clinical experience has always been an important part of nursing education. Nursing colleges require students to be placed in clinical areas in order to acquire new knowledge and skills. The purpose of the study was to explore and describe the clinical experiences during their clinical placement of the third-year student nurses at a public college in the Eastern Cape. The objectives of this study were: to explore and describe the experiences of the third-year student of a public nursing college in the Eastern Cape, and to describe strategies for the improvement of student learning during clinical practice. A qualitative, explorative and descriptive research design was used to describe the clinical experiences of these student nurses and the strategies for the improvement of student learning during clinical practice. Data were collected from focus group interviews, using a purposive and convenience sample from one college campus in the Eastern Cape. Tesch’s method of data analysis (in Creswell, 2003) was used to analyse data. Trustworthiness was ensured in this research by using Guba’s model (in Lincoln & Guba, 1985) of qualitative research. Ethical approval was obtained from the University of Fort Hare Research Ethics Committee, the Department of Health, Eastern Cape, the Head of the Nursing College, the Campus Head and the participants and ethical consideration was ensured throughout the research process. Themes and sub-themes emerged from data collected about the clinical experiences of the nurses. The study brought to light the experiences of third-year student nurses during allocation to clinical areas. The findings from this study revealed the need for proper clinical accompaniment by college staff to ensure that clinical learning is taking place. Strategies to improve learning in the clinical areas are described. and recommendations for nursing education and nursing practice are made. If this is applied, it will help the student nurses to be better professionals.
- Full Text:
- Date Issued: 2014
- Authors: Tyanti, Mandisa
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11912 , http://hdl.handle.net/10353/d1016097
- Description: Clinical experience has always been an important part of nursing education. Nursing colleges require students to be placed in clinical areas in order to acquire new knowledge and skills. The purpose of the study was to explore and describe the clinical experiences during their clinical placement of the third-year student nurses at a public college in the Eastern Cape. The objectives of this study were: to explore and describe the experiences of the third-year student of a public nursing college in the Eastern Cape, and to describe strategies for the improvement of student learning during clinical practice. A qualitative, explorative and descriptive research design was used to describe the clinical experiences of these student nurses and the strategies for the improvement of student learning during clinical practice. Data were collected from focus group interviews, using a purposive and convenience sample from one college campus in the Eastern Cape. Tesch’s method of data analysis (in Creswell, 2003) was used to analyse data. Trustworthiness was ensured in this research by using Guba’s model (in Lincoln & Guba, 1985) of qualitative research. Ethical approval was obtained from the University of Fort Hare Research Ethics Committee, the Department of Health, Eastern Cape, the Head of the Nursing College, the Campus Head and the participants and ethical consideration was ensured throughout the research process. Themes and sub-themes emerged from data collected about the clinical experiences of the nurses. The study brought to light the experiences of third-year student nurses during allocation to clinical areas. The findings from this study revealed the need for proper clinical accompaniment by college staff to ensure that clinical learning is taking place. Strategies to improve learning in the clinical areas are described. and recommendations for nursing education and nursing practice are made. If this is applied, it will help the student nurses to be better professionals.
- Full Text:
- Date Issued: 2014
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