Provinsiale staatsgrond: lank lewe die tussentydse Grondwet

Provincial state land: Long live the interim ConstitutionSection 239(l)(a) and (b) of the interim Constitution provided the criteria in terms of which state assets were allocated to either the national government, or to the new provinces. These assets included immovable property. Item 28(1) of Schedule 6 to the 1996-Constitution provides, inter alia, for the registration of immovable property vested in a province, in the name of the provincial government. Section 239(l)(c) apparently purports to make section 239(l)(b) subordinate to the former. However, a contextual and purposive interpretation of these subsections, read with the scheme pertaining to the reallocation of executive power as is contained in section 235, leads to the conclusion that immovable property owned by the state, ex lege vested in provinces when the interim Constitution became operative. As the provinces may now claim land ownership regarding land which, prior to the 1993-Constitution was registered in the name o f the national government, the question arises whether the provinces may now dispose of such land. Section 104(4) of the 1996-Constitution seems to render support to an argument that the provinces are constitutionally empowered to pass the necessary legislation in that regard. In effect, section 239(l)(b) accordingly strengthens (albeit inadvertently) the otherwise weak form o f federalism brought about by other provisions o f the new Constitution

Suid-Afrikaanse fundamentele regte as ’n determinant vir die onderwys - ’n oorsig

South African fundamental rights as a determinant of education. The changing scene in South African education is responsible for uncertainty among the participants in South African education. As one of the main functions of law is to create order, the application of certain legal determinants to South African education could contribute to regularity in education. This article focuses on the regulating role of the Bill of Fundamental Rights in the Constitution of the Republic of South Africa within the local education situation. In particular, the influence it has on the position of three of the major elements in teaching - the school, the pupil and the teacher - is considered. Not only are the ethos and nature of the school influenced by the Bill of Fundamental Rights, but the Bill also creates a framework fo r equality, democracy and freedom within the school. The pupil and the teacher are protected in certain ways against the abuse ofpower by the bearer of authority, the state

The management and governance conundrum in South African public schools: principals’ perspectives

The introduction of school governing bodies (hereinafter SGBs) changed the roles and functions of principals dramatically when this new approach to school governance and professional management (referred to as a participatory decision-making approach) was activated when the South African Schools Act 84 of 1996 (hereinafter SASA) was implemented in January 1997. Consequently, the principal is no longer the only decision-maker in the school. The principal as the protagonist in school management and governance (implementing SGB policy) is the role-player most affected by the introduction of the participatory decision-making approach. In this article, we discuss principals’ perspectives regarding the shared participatory decision-making approach and the effects thereof on the relationship between the principal and the SGB. In this regard, it is important to note that the perceptions the two parties have of each other are established by the SGB’s encroachment on the professional management functions of the principal and vice versa. The research findings concluded that the relationship between the principal and the SGB is often a relationship characterised by tension, no trust and irrational actions by the SGB. The relationship is further influenced by the functionality or lack of functionality of SGBs as well as prevailing socio-economic conditions and SGB members’ levels of literacy. On the other hand, principals who do not adapt to participatory decision-making, and who still implement an assertive autocratic management approach, also contribute to a turbulent relationship

The petrology of the Merensky cyclic unit and associated rocks and their significance in the evolution of the Western Bushveld Complex

A brief review of the various models proposed to account for the Bushveld Complex shows that there are two main hypotheses. These are the Multiple Intrusion hypothesis and the In Situ Crystallization hypothesis. The latter also allows for multiple additions to the crystallizing magma, and several variants involving the number of these inputs , their composition, volume and timing have been proposed. To facilitate description and investigation of the study section, the stratigraphic nomenclature of this part of the Rustenberg Layered Suite is revised and clarified. It is proposed that the boundary between the Critical Zone and Main Zone be placed at the base of the Merensky cyclic unit, and thus the whole of the Merensky and Bastard cyclic units are included in the Main Zone. Furthermore, the extremely confused terminology for smaller units within the Merensky and Bastard cyclic units is resolved by discarding the term Reef as a formal term and substituting lithological terms such as Merensky pegmatoid, Merensky pyroxenite, Bastard pyroxenite and Merensky mottled anorthosite etc. It is recommended that the term Reef be retained as an informal term to designate the mineralized horizon which may be mined, regardless of lithology. The term "pegmatoid" is restricted to stratiform or lensoid masses of coarse grained feldspathic pyroxenite or harzburgite which are part of the layered sequence. The transgressive vertical pipe-like, coarse-grained ultramafic "iron-rich bodies are termed "ultramafic pegmatites ". The main features of the Merensky and Bastard cyclic units are the regular chemical and mineralogical changes that occur with respect to stratigraphic height in these units. In the Merensky cyclic unit there is a smooth iron enrichment in the orthopyroxenes upward in the succession and a transition from pyroxenite at the base to mottled anorthosite at the top of the unit. The Bastard cyclic unit is broadly similar to the Merensky cyclic unit. A variety of textures and chemical features are in disequilibrium in some samples but not in others, and great complexity is evident wh en individual samples are studied in detail. The initial ⁸⁷Sr/⁸⁶Sr ratios of plagioclase separates and whole rocks from the study section show a distinct step-like increase in the Merensky cyclic unit to .70806 at the base of the, Merensky cyclic unit to .70806 at the base of the Bastard cyclic unit. In contrast , samples from below the Merensky cyclic unit have a constant initial Sr-isotopic ratio, as do the samples from the Bastard cyclic unit. These isotopic and chemical data, and available published geologic relationships suggest that a major new influx of basic magma occurred after the Footwall unit was deposited and that this mixed with the residual magma in the chamber and then precipitated the Merensky and Bastard cyclic units. The crystal settling theory as outlined by Wager and Brown (1968) fails to account for the chemical and stratigraphic variations observed in the study section. The theory of bottom crystallization, initially proposed by Jackson (1961), more adequately explains the features observed. Applying a model outlined by Irvine (1980a & b), it has been established from chemical data, that the Merensky cyclic unit crystallized from a magma layer with a thickness roughly equivalent to the average thickness of the cyclic unit itself (±10m). A similar exercise on the Bastard unit was not possible. The formation of the Footwall unit is still enigmatic. Infiltration metasomatism and sintering can modify the petrographic and chemical characteristics of rocks and minerals after deposition at the liquidus stage. During the solidification of the crystal mush a separate vapour phase may form in the crystal mush, which could move up through the crystal pile. This process may ultimately be responsible for the generation of potholes and pegmatoidal horizons, such as the Merensky pegmatoid. The upward increase in the initial ⁸⁷Sr/⁸⁶Sr ratio within the Merensky cyclic unit is strong evidence that infiltration metasomatism has played an important part in the generation of the Merensky cyclic unit. This process, coupled with fluid enrichment, may also result in the formation of pegmatoid layers. Sintering appears to have been a common process in the mottled anorthosites of the study section and may have severely reduced the amount of trapped interstitial liquid in these rocks

Persepsies van onderwys-distrikskantooramptenare se rol met betrekking tot die finansies van openbare skole vanuit 'n regsperspektief

The Public Service Act 30 of 2007 provides for national and provincial departments. In terms of this act each province has its own basic education department. Provincial Departments of Basic Education are sub-divided into district offices that play an important role in the communication between the provincial head office and the educational institutions under its authority. The task of the district office is to collaborate with school principals and educators to promote instruction and learning and to render management and professional support to achieve excellence in instruction and learning. According to the National Development Plan of the National Planning Commission (2011) education district offices are regarded as sub-structures of the Provincial Department of Basic Education. The district office represents the Provincial Education Department in the day-to-day administrative and professional functions of schools. Since the South African Schools Act does not make any provision for district offices, one may conclude that the brief of district offices is only to assist the head of the Provincial Department of Basic Education in the performance of his / her duties. According to the National Planning Commission National Development Plan for 2030 the district office has to provide support to schools to improve educational practices in schools and to ensure that communication and the sharing of information with schools and authorities occur. This qualitative study was conducted from an interpretative paradigm with the purpose of investigating the education law perspectives on the role of education district office officials with regard to the finances of public schools. The research contributes to the understanding of the role and responsibility of the education district office officials regarding the finances of public schools and makes recommendations for practice advancement and further research.Thesis (PhD)--University of Pretoria, 2017.Education Management and Policy StudiesPhDUnrestricte

A contribution to the petrology of kimberlites

The petrogenetic relationships of the different varieties of kimberlite in the De Beers Mine and Letseng-Ia-terai composite diatremes have been investigated using petrographic and chemical methods. Kimberlites in the Letseng-Ia-terai diatreme were found to be strongly contaminated by crustal material, mainly basalt. A method to correct for the effects of the contamination has been developed and applied to these kimberlites. Using the corrected data, the four kimberlite types in each group appear to be related to each other by crystal/liquid fractionation models. However the two groups cannot be related to each other. The De Beer Mine has two varieties of kimberlite, a monticellite apatite and calcite rich variety which intruded first, and a phlogopite rich type forming a discrete cylindrical body within the earlier kimberlite. These two kimberlites do not appear to be related by any of the fractionation models discussed. An examination of the data from this work and published sources, suggests that kimberlites are derived from below the low velocity zone by small degrees of partial melting involving garnet lherzolite with subordinate phlogopite and carbonate. Diamonds are probably incorporated as xenocrysts in the magma. Upward movement and emplacement of kimberlite appears to have been very rapid. The diatremes were probably eroded and shaped by gas, derived from the kimberlite magma, escaping to surface along weak zones in the earth's crust. Xenoliths of crustal material incorporated in the kimberlite on intrusion have also been studied and various features due to alteration by the magma are described, including the formation of natrolite and cebollite. The latter is a rare mineral that has not been described from kimberlite before.KMBT_363Adobe Acrobat 9.54 Paper Capture Plug-i

Rol van die eie ouer in die hersaamgestelde gesin

Summaries in English and AfrikaansDie hersaamgestelde gesin word in hierdie navorsingstudie ondersoek as in komplekse alternatiewe gesinstruktuur met eiesoortige strukturele kenmerke, probleemareas en rituele wat nie aan die norm van die kerngesin ontleen kan word nie. In die literatuuroorsig word hierdie aspekte van nader beskou en tot die gevolgtrekking gekom dot die belangrike rol van die eie ouer in die hersaamgestelde gesin grootliks misgekyk word. Die verbondenheid van die eie ouer aan beide die ouer-kind- en die nuwe egpaarsisteme maak dit vir hom/haar moontlik om 'n sleutelrol te vervul tydens gesinsinteraksies, eenheidsvorming en die opvoedingsgebeure in die hersaamgestelde gesin. Dit is moontlik vir die eie ouer om vanuit in unieke posisie as 'n buffer te dien in die problematiese stiefouer-stiefkindverhoudinge. Hierdie moontlikheid bestaan egter slegs indien die eie ouer oor voldoende kennis, insig en vaardighede beskik. 'n Uitgebreide kwalitatiewe ondersoek aan die hand van semi-gestruktureerde onderhoude met die lede van ses hersaamgestelde gesinne het die volgende tendense aan die lig gebring Eie ouers verwag van nuwe egliede om kinders in die hersaamgestelde gesin uit die staanspoor te aanvaar en lief te he. Eie ouers koester konflikterende gevoelens ten opsigte van die dissiplinering van hul kinders deur die stiefouer. Eie ouers, stiefouers en kinders in hersaamgestelde gesinne gaan dikwels gebuk onder die las van onverwerkte gevoelens van verdriet en verlies. Die hantering van finansies ten opsigte van inwonende eie en stiefkinders, asook nie-inwonende kinders en vorige egliede skep spanning en bemoeilik goeie verhoudinge. Eie ouers is dikwels so verdeeld tussen die belange van hul kinders en die van hul nuwe maats dat hulle dit moeilik vind om in 'n tweede huwelik 'n betekenisvolle verhouding met hul nuwe lewensmaat op te bou. Genoemde tendense het 'n bepalende rol gespeel in die ontwikkeling van 'n begeleidingsprogram vir eie ouers. Agt sessies met doelwitte gebaseer op hierdie probleemareas is gestruktureer om die eie ouer met noodsaaklike kennis en vaardighede toe te rus ten opsigte van harmoniese verhoudingstigting en -onderhouding in hersaamgestelde gesinne. Die begeleidingsprogram is deur middel van 'n fokusgroeponderhoud aan die evaluering van vier ouerpare in hersaamgestelde gesinne onderwerp en is aan die hand van hul aanbevelings verfyn en gefinaliseer.In this research study the reconstituted family is investigated as a complex alternative family structure with distinctive structural characteristics, problem areas and rituals which cannot be adopted from the norm of the nuclear family. In the literature survey these aspects are examined closely and the conclusion is drawn that the important role of the biological parent in the reconstituted family is ignored to a large extent. The biological parent's commitment to both the parent-child and new couple systems allows him/her to play a key role in family interactions, unit formation and educational events in the reconstituted family. It is possible for the biological parent to act as a buffer in the problematic stepparent-stepchild relationships from a unique perspective. However, this possibility only exists if the biological parent possesses sufficient knowledge, insight and skills. An extensive qualitative investigation on the basis of semi-structured interviews with members of six reconstituted families revealed the following tendencies: Biological parents expect their new spouses to accept and love children in the reconstituted family from the onset. Biological parents harbour conflicting feelings regarding the disciplining of children by the stepparent. Biological parents, stepparents and children in reconstituted families often still carry the burden of unresolved feelings of sadness and loss. The handling of finances with regard to resident own and stepchildren, as well as non-resident children and former spouses creates tension and compromises good relationships. Biological parents are often so divided between the interests of their own children and those of their new spouses that they find it difficult to build a meaningful relationship with their new spouse in a second marriage. The tendencies mentioned played a decisive role in the development of a guidance programme for biological parents. Eight sessions with aims based on these problem areas were structured to equip biological parents with the necessary knowledge and skills in respect of the development and maintenance of harmonious relationships in reconstituted families. The guidance programme was subjected to the evaluation of four sets of parents in reconstituted families by means of a focus group interview and was refined and finalised on the basis of their recommendations.Educational StudiesD. Ed. (Sielkundige Opvoedkunde

Die aanspreeklikheid van die skoolhoof as professionele bestuurder van onderwysstudente in openbare primêre skole

Die navorsingstudie is kwalitatief in benadering en vanuit die interpretatiewe paradigma onderneem. Deur van ʼn gevallestudie-navorsingontwerp en van ʼn doelgerigte steekproef gebruik te maak, is daar spesifiek gefokus op primêre skole in Kemptonpark wat in terme van art. 20 van die Skolewet (wet 84 van 1996) onderwysstudente in diens geneem het om deur middel van ervaringonderrig ʼn intern-program by die skool te deurloop in ʼn poging om die al groter-wordende uitdaging wat Suid-Afrika met betrekking tot onderwyseropleiding in die gesig staar, asook die werwing en behoud van kwaliteit onderwysers te ondervang. Inligting is ingesamel deur semi-gestruktureerde onderhoude met skoolhoofde en onderwysstudente in diens van skoolbeheerliggame te voer. Die navorsing het getoon dat van al die onderwysstudente in diens van die skoolbeheerliggaam van die deelnemende skole verwag word om betrokke te wees by kurrikulêre en buitekurrikulêre aktiwiteite en om te verseker dat die opvoeding van die leerders doeltreffend ondersteun word onder toesig van ʼn professionele opvoeder by die opvoedkundige instansie. Die terugvoer van die deelnemers korreleer met die literatuur wat toon dat die professionele bestuur van die skool en die aanwending van onderwysstudente binne die opvoedkundige program, soos vermeld in art. 16a(2) van die Skolewet, onder die pligte en verantwoordelikheid van die skoolhoof resorteer. Uit die navorsing blyk dit duidelik dat die skoolhoof toerekenbaar gehou kan word vir die aanwending van die onderwysstudente binne die opvoedkundige program van die skool en dat die skoolhoof ook aanspreeklikheid aanvaar vir die ervaringonderrig-opleiding wat die onderwysstudente as deel van die internskapprogram ontvang. Deurgaans is dit beklemtoon dat die aard van die skoolhoof se taak die basis vorm van alle aktiwiteite van menslike hulpbronbestuur binne die skool. Hierdie studie poog om ʼn sinvolle bydrae te lewer tot die huidige kennisbasis van die aanspreeklikheid van die skoolhoof vir die aanwending van onderwysstudente in diens van skoolbeheerliggame. Daar word aanbeveel dat die beperkte navorsing oor die aanspreeklikheid van die skoolhoof vir die aanwending van onderwysstudente in diens van skoolbeheerliggame wat tans bestaan, deur verdere studies aangespreek word. ENGLISH : The research was conducted from a qualitative perspective and interpretative paradigm. Using a case study design and purposeful sampling, the research focused on primary schools in Kempton Park, that in terms of sec. 20 of the schools act (act 84 of 1996) employ student teachers to be trained via an internship programme hosted by the school in an attempt to assist in the challenge that education in South Africa faces with regard to the training of educators as well as in the recruiting and retaining of quality educators. The research has shown that all the student teachers employed by school governing bodies of the participating schools were expected to be actively involved in extra- and co-curricular activities and to assist and observe class teaching. Students were expected to observe how the educational and general welfare of all learners are catered for and to observe and assist at an elementary level the overseeing of learner discipline and the general welfare of all learners. The student teachers were also expected to be involved in the maintenance of contact with sporting, social and cultural activities. Feedback from the participants correlates with the literature that shows that the professional management of the school is the responsibility of the principal. These responsibilities include effective staff training programmes, as well as orientation and induction programmes for staff. The research has shown that the school principal can be held accountable for the mentoring, coaching and general support of student teachers. In terms of sec. 16a(2) of the School’s Act the school principal must undertake the management of all educators and the support of staff. The research has confirmed that the school principal can be held accountable for the utilisation of student teachers within the educational programme of the school as well as for the training received during the internship programme hosted by the school. Throughout the research it was emphasised that the nature of the task of the principal forms the basis of all human resource management activities in the school. This study attempts to contribute to the existing knowledge concerning the accountability of the school principal with regard to the utilisation of student teachers employed by school governing bodies. It is recommended that the limited research concerning the accountability of the school principal with regard to the utilisation of student teachers employed by school governing bodies be further researched. CopyrightDissertation (MEd)--University of Pretoria, 2011.Education Management and Policy Studiesunrestricte

The management and governance conundrum in South African public schools : principals perspectives

The introduction of school governing bodies (hereinafter SGBs) changed the roles and functions of principals dramatically when this new approach to school governance and professional management (referred to as a participatory decision-making approach) was activated when the South African Schools Act 84 of 1996 (hereinafter SASA) was implemented in January 1997. Consequently, the principal is no longer the only decision-maker in the school. The principal as the protagonist in school management and governance (implementing SGB policy) is the role-player most affected by the introduction of the participatory decision-making approach. In this article, we discuss principals’ perspectives regarding the shared participatory decision-making approach and the effects thereof on the relationship between the principal and the SGB. In this regard, it is important to note that the perceptions the two parties have of each other are established by the SGB’s encroachment on the professional management functions of the principal and vice versa. The research findings concluded that the relationship between the principal and the SGB is often a relationship characterised by tension, no trust and irrational actions by the SGB. The relationship is further influenced by the functionality or lack of functionality of SGBs as well as prevailing socio-economic conditions and SGB members’ levels of literacy. On the other hand, principals who do not adapt to participatory decision-making, and who still implement an assertive autocratic management approach, also contribute to a turbulent relationship.http://journals.ufs.ac.za/index.php/pieam2023Education Management and Policy Studie