DOCSLIB.ORG

Infrastructure Plans 2016-17

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

TEMPLATE 1: SCHEDULE OF ACCOMMODATION REQUIREMENTS PER BUDGET PROGRAMME OBJECTIVE USER DEPARTMENT: EDUCATION MISSION: WCED HOW CAN THE PROVISION OF ACCOMMODATION CONTRIBUTE TOWARDS THIS VISION? To ensure that all the conditions for optimal lifelong learning are met in order for all learners to acquire the knowledge, skills and values they need to realise their potential, to lead fulfilling lives, to contribute to social and economic development PROGRAMME OUTCOMES OPTIMAL SUPPORTING ACCOMMODATION RATIONALE Programme 8.1: Administration To 8.1.1: Office of the MEC Additional office accommodation in Head Office, Office accommodation is required for staff in order provide overall management of and support to To provide for the functioning of the office of the Member of the Executive District Offices and Service Points are required to to execute their management and administration the education systems in accordance with the Council (MEC) for education accommodate expansion of organisational structure functions in support of provisioning of quality National Education Policy Act, Public Finance 8.1.2: Corporate Services education Management Act and other relevant policies. To provide management services that are not education specific for the education system, to make limited provision for and accommodation needs 8.1.3: Education Management To provide education management services for the education system 8.1.4: Human Resources Development To provide human resource development for office-based staff 8.1.5: Education Management Information System To provide education management information in accordance with the National Education Information Policy Programme 8.2: Public Ordinary School 8.2.1: Public Primary Schools 12 new secondary schools, 7 primary schools, 16 Enabling physical teaching and learning Education To provide public ordinary To provide specific primary ordinary schools with resources required for Gr 1 to replacement primary schools, 4 replacement environment is crucial for delivery of quality education from Grades 1 to 12 in accordance 7 secondary schools, 1 replacement classroom education. Physical environmnet determines the with the South African Schools Act 8.2.2: Public Secondary Schools project and refurbishment/maintenance for 172 quality of education To provide specific public secondary schools with the resoources required for schools is required. Gr 8 to 12 8.2.3: Professional Services To provide educators and learners in public ordinary schools with departmentally managed support services 8.2.4: Human Resources Development To provide for the professional and other development of educators and non- educators in public ordinary schools 8.2.5: National School Nutrition Programme To provide identified poor learners in public ordinary schools with the minimum food they to learn effectively in school through the National School Nutrition Programme Programme 8.3: Public Special School 8.3.1: Schools 2 Special Schools and allowance for special Learners with special education needs should also Education To provide education in special To provide specific special schools with resources school infrastructure to be provided be provided with special infrastructure for learning. schools in accordance with the South African 8.3.2: Professional Services Schools Act and White Paper 6 on Special To provide educators and learners in public special schools with departmentally Needs Education:Building an Inclusive and managed support services Training System 8.3.3: Human Resource Development To provide for the professional and other development of educators and non educators in public special schools Page 1 OF 216 Template 1-RequPerBudgetProg PROGRAMME OUTCOMES OPTIMAL SUPPORTING ACCOMMODATION RATIONALE Programme 8.4: Early Childhood 8.4.1: Grade R in Public Schools 115 Gr R classrooms at 57 primary schools In terms of White Paper 5 , all primary schools Development : To provide Early Childhood To provide specific ordinary schools with resources required for Grade R and (including new and conversion Grade R must offfer Gr R classes/curriculum Education (ECD) at the Grade R level in encourage more schools to establish grade R where space exist classrooms) accordance with White Paper 5. 8.4.2: Grade R in Community Schools To support particular community centres at the Grade R levels 8.4.3: Professional Services To provide educators and learners in ECD sites with departmentally managed support services 8.4.4: Human Resource Development To provide for the professional and other development of educators and non- educators in ECD sites Page 2 OF 216 Template 1-RequPerBudgetProg TEMPLATE 2.1: SCHEDULE OF ACCOMMODATION CURRENTLY OCCUPIED BY WCED - STATE OWNED ORDINARY SCHOOL ACCOMMODATION USER DEPARTMENT: EDUCATION [List sorted alphabetically per Education District", then "Name of School"] No. PROPERTY DESCRIPTION / NAME OF TYPE OF SCHOOL EDUCATION DISTRICT SUBURB TOWN CEMIS Nr SCHOOL 1 ALFRED STAMPER PUB. PRIM. Primary School CAPE WINELANDS ZWELETEMBA WORCESTER 130041109 2 BONNE ESPERANCE PRIM. Intermediate School CAPE WINELANDS DE DOORNS DE DOORNS 130330825 3 DE KRUINE SEK. Secondary School CAPE WINELANDS TOUWS RIVER TOUWS RIVER 130333409 4 F.J. CONRADIE PRIM. Primary School CAPE WINELANDS DE DOORNS DE DOORNS 130330361 5 HEXVALLEI HS. Combined School CAPE WINELANDS DE DOORNS DE DOORNS 130312225 6 HEXVALLEI SEK. Secondary School CAPE WINELANDS DE DOORNS DE DOORNS 130333557 7 P.J.B. CONA PRIM. Primary School CAPE WINELANDS ZWELETEMBA WORCESTER 130041110 8 RABIE PRIM. Primary School CAPE WINELANDS OUTSIDE A TOWN OUTSIDE A TOWN 130330817 9 SIBABALWE PRIM. Primary School CAPE WINELANDS DE DOORNS DE DOORNS 130041111 10 SIYAFUNEKA PRIM. Primary School CAPE WINELANDS ZWELETEMBA WORCESTER 130041334 11 STEENVLIET PRIM. Primary School CAPE WINELANDS TOUWS RIVER TOUWS RIVER 130330051 12 TOUWSRIVIER LS. Primary School CAPE WINELANDS TOUWS RIVER TOUWS RIVER 130309361 13 VAN CUTSEM COMBINED SCHOOL Combined School CAPE WINELANDS OUTSIDE A TOWN OUTSIDE A TOWN 130041107 14 VINKRIVIER PRIM. Primary School CAPE WINELANDS OUTSIDE A TOWN OUTSIDE A TOWN 128330280 15 VUSISIZWE SEC Secondary School CAPE WINELANDS ZWELETEMBA WORCESTER 130041103 16 AVIAN PARK PRIM. Primary School CAPE WINELANDS AVIAN PARK WORCESTER 130007986 17 BREëRIVIER HS. Secondary School CAPE WINELANDS WORCESTER WORCESTER 130333352 18 DE TUINEN PRIM. Intermediate School CAPE WINELANDS PARKERSDAM WORCESTER 130330701 19 DROSTDY HTS. Secondary School CAPE WINELANDS WORCESTER WORCESTER 130303201 20 ESSELENPARK PRIM. Primary School CAPE WINELANDS WORCESTER WORCESTER 130330043 21 ESSELENPARK SEK. Secondary School CAPE WINELANDS FLORIAN PARK WORCESTER 130333344 22 HEXPARK PRIM. Primary School CAPE WINELANDS HEXPARK WORCESTER 130330965 23 MONTANA HS. Secondary School CAPE WINELANDS HOSPITAL HILL WORCESTER 130310263 24 RIVERVIEW PRIM. Primary School CAPE WINELANDS RIVERVIEW WORCESTER 130338141 25 ROODEWAL PRIM. Primary School CAPE WINELANDS WORCESTER WORCESTER 130330108 26 VICTORIAPARK PRIM. Primary School CAPE WINELANDS NOBLE PARK WORCESTER 130330469 27 WORCESTER GIMNASIUM Secondary School CAPE WINELANDS WORCESTER WORCESTER 130310235 28 WORCESTER LS. Primary School CAPE WINELANDS LANGERUG WORCESTER 130309378 29 WORCESTER SEK. Secondary School CAPE WINELANDS WORCESTER WORCESTER 130333395 30 WORCESTER VOORB. Primary School CAPE WINELANDS WORCESTER WORCESTER 130308213 31 WORCESTER-NOORD PRIM. Primary School CAPE WINELANDS ROUX PARK WORCESTER 130309379 32 WORCESTER-OOS LS. Primary School CAPE WINELANDS PAGLANDE WORCESTER 130309380 33 BAKERVILLE PRIM. Intermediate School CAPE WINELANDS GOUDA GOUDA 129330523 34 BERGRIVIER SEK. Secondary School CAPE WINELANDS HILLCREST WELLINGTON 112473340 35 DROSTDY SSKV PRIM. Primary School CAPE WINELANDS OUTSIDE A TOWN OUTSIDE A TOWN 129338818 36 HILLCREST PRIM. Primary School CAPE WINELANDS HILLCREST WELLINGTON 112470678 37 HUGENOTE HS. Secondary School CAPE WINELANDS WELLINGTON NORTH WELLINGTON 112310243 38 HUGENOTE PRIM. Primary School CAPE WINELANDS WELLINGTON NORTH WELLINGTON 112309264 39 HUGO RUST LAERSKOOL Primary School CAPE WINELANDS WELLINGTON NORTH WELLINGTON 112309265 Page 3 OF 216 Template 2.1 AccoOrdSta TEMPLATE 2.1: SCHEDULE OF ACCOMMODATION CURRENTLY OCCUPIED BY WCED - STATE OWNED ORDINARY SCHOOL ACCOMMODATION USER DEPARTMENT: EDUCATION [List sorted alphabetically per Education District", then "Name of School"] No. PROPERTY DESCRIPTION / NAME OF TYPE OF SCHOOL EDUCATION DISTRICT SUBURB TOWN CEMIS Nr SCHOOL 40 PAUW GEDENK PRIM Primary School CAPE WINELANDS WELLINGTON NORTH WELLINGTON 112470430 41 RONDEHEUWEL PRIM. Primary School CAPE WINELANDS OUTSIDE A TOWN OUTSIDE A TOWN 112470503 42 ROODEZANDT SEK. Secondary School CAPE WINELANDS SARON SARON 129333433 43 SARON PRIM. Primary School CAPE WINELANDS SARON SARON 129330531 44 ST. ALBANS PRIM. Primary School CAPE WINELANDS WELLINGTON CENTRAL WELLINGTON 112470643 45 TULBAGH HS. Combined School CAPE WINELANDS TULBAGH TULBAGH 129312252 46 VAN WYKSVLEI PRIMARY SCHOOL Primary School CAPE WINELANDS VAN WYKS VLEI WELLINGTON 100000420 47 WAVEREN HS Combined School CAPE WINELANDS WITZENVILLE TULBAGH 129330566 48 WELLINGTON PRIM. Primary School CAPE WINELANDS WELLINGTON CENTRAL WELLINGTON 112470570 49 WELLINGTON SEC. Secondary School CAPE WINELANDS VAN WYKS VLEI WELLINGTON 112473537 50 WELTEVREDE SEK. Secondary School CAPE WINELANDS VAN WYKS VLEI WELLINGTON 112473448 51 BO-DOORNRIVIER PRIM. Primary School CAPE WINELANDS OUTSIDE A TOWN OUTSIDE A TOWN 130338133 52 BREERIVIER LS. Primary School CAPE WINELANDS OUTSIDE
Recommended publications
  • Western Cape Education Department

    Western Cape Education Department

    WESTERN CAPE EDUCATION DEPARTMENT CRITERIA FOR THE NATIONAL SENIOR CERTIFICATE (NSC) AWARDS FOR 2011 AWARDS TO SCHOOLS CATEGORY 1 - EXCELLENCE IN ACADEMIC PERFORMANCE In this category, awards are made to the top twenty schools in the province (including independent schools) that have achieved excellence in academic results in 2011, based on the following criteria: (a) Consistency in number of grade 12 candidates over a period of 3 years (at least 90%) of previous years (b) an overall pass rate of at least 95% in 2011 (c) % of candidates with access to Bachelor’s degree (d) % of candidates with Mathematics passes Each school will receive an award of R15 000 for the purchase of teaching and learning support material. CATEGORY 1: EXCELLENCE IN ACADEMIC PERFORMANCE No SCHOOL NAME 1. Rustenburg High School for Girls’ 2. Herschel Girls School 3. Diocesan College 4. Herzlia High School 5. Rondebosch Boys’ High School 6. Westerford High School 7. Hoër Meisieskool Bloemhof 8. South African College High School 9. Centre of Science and Technology 10. Paul Roos Gimnasium 11. York High School 12. Stellenberg High School 13. Wynberg Boys’ High School 14. Paarl Gimnasium 15. The Settlers High School 16. Hoër Meisieskool La Rochelle 17. Hoërskool Durbanville 18. Hoërskool Vredendal 19. Stellenbosch High School 20. Hoërskool Overberg 21. South Peninsula High School 22. Norman Henshilwood High School 2 CATEGORY 2 - MOST IMPROVED SCHOOLS Category 2a: Most improved Public Schools Awards will be made to schools that have shown the greatest improvement in the numbers that pass over the period 2009-2011. Improvement is measured in terms of the numbers passing.
  • Y&T 23 July 2020 Edition-2.Indb

    Y&T 23 July 2020 Edition-2.Indb

    Creating a historical sport narrative of Zonnebloem College for classroom practice, pp . 71-104 Creating a historical sport narrative of Zonnebloem College for classroom practice DOI: http://dx.doi.org/10.17159/2223-0386/2020/n23a4 Francois Cleophas University of Stellenbosch Stellenbosch, South Africa [email protected] ORCID No.: orcid.org/0000-0002-1492-3792 Abstract This article attempts to create a sport narrative of the Zonnebloem College prior to 1950. The introduction provides a motivation for proceeding with a decolonising format and lays out what the elements of such a format would entail. Next, an overview of sport historical developments at the Zonnebloem College is explored. The administrative history of sport at Zonnebloem is explored as well as selected sport codes. Finally, the article is summarised and concluded by presenting teachers and learners with sample questions, which they could consider using in their local conditions. Keywords: Athletics; Netball; Soccer; Decolonisation; Institutional Culture; Past Student's Union; Zonnebloem. Introduction According to the sport historian, André Odendaal, at the centre of South African sport history must be the effort to understand how the silences of the colonial subject in sport are manipulated and how colonial narratives are set in the literature and minds of South Africans – and to attempt to redress the situation (Odendaal 2018:1). One example of the silence on black school sport is the publication, Some famous schools. It is a 279- page work that is dedicated to “teachers, pupils, old boys, parents and the local public that [came from] schools founded on the Arnoldian ideal” (Peacock 1972: Editor’s Note).
  • National Senior Certificate (NSC) Awards for 2017

    National Senior Certificate (NSC) Awards for 2017

    National Senior Certificate (NSC) Awards For 2017 Awards to learners Learners Will Receive Awards For Excellence In Subject Performance, Excellence Despite Barriers To Learning, Special Ministerial Awards And For The Top 50 Positions In The Province. All Learners Will Receive A Monetary Award And A Certificate. Category : Learner Subject Awards In This Category, One Award Is Handed To The Candidate With The Highest Mark In The Designated Subjects. Each Learner Will Receive R 6 000 And A Certificate. Subject Description Name Centre Name Final Mark Accounting Kiran Rashid Abbas Herschel Girls School 300 Accounting Rita Elise Van Der Walt Hoër Meisieskool Bloemhof 300 Accounting Philip Visage Hugenote Hoërskool 300 Afrikaans Home Language Anri Matthee Hoërskool Overberg 297.8 Computer Applications Technology Christelle Herbst York High School 293.9 English Home Language Christopher Aubin Bishops Diocesan College 291.8 Engineering Graphics and Design Erin Michael Solomon Rondebosch Boys' High School 298.9 Nathan Matthew Wynberg Boys' High School 298.5 Information Technology Wylie Mathematics Erin Michael Solomon Rondebosch Boys' High School 299.7 Physical Sciences Tererai Muchabaiwa Malibu High School 300 Physical Sciences Erin Michael Solomon Rondebosch Boys' High School 300 Physical Sciences Matthys Louis Carstens Hoërskool Durbanville 300 Likhona Nosiphe Centre of Science & Technology 269.6 Isixhosa Home Language Qazisa Category: Excellence Despite Barriers to Learning In This Category, Learners Will Receive R10 000 And A Certificate. This Is Awarded To A Maximum Of Two Candidates With Special Education Needs Who Obtained The Highest Marks In Their Best Six Subjects That Fulfil The Requirements For The Award Of A National Senior Certificate.
  • 2014 Integrated Annual Report About This Report

    2014 Integrated Annual Report About This Report

    Convention Square, 1 Lower Long Street, Cape Town 8001, South Africa This report is printed on Triple Green, a recyclable, biodegradable GPS co-ordinates: - 33.915141,18.425657 and acid-free local paper, which has Tel: +27 21 410 5000 | Fax: +27 21 410 5001 been produced from certied and sustainable raw materials. Triple Email: [email protected] | Website: www.cticc.co.za Green's environmental credentials include being endorsed by the Forest Stewardship Council (FSC). twitter.com/CTICC_Ofcial facebook.com/CTICC 2014 Integrated Annual Report About this report Welcome to the Cape Town International this report, and was assisted in doing so Use the ‘Contents’ index on the opposite Convention Centre’s (CTICC) second by an external sustainability consultant. page to find all relevant information consecutive Integrated Annual Report for The key material issues were identified pertaining to the organisational structure, the period 1 July 2013 to 30 June 2014. using the recommended GRI materiality business model, material issues, strategy, process, following the ‘identify, prioritise performance across key areas, governance This report covers all the significant and validate’ approach. Information and and financial statements. The GRI index operations of the CTICC, including existing data on these material issues are disclosed can be found on page 139. The limited buildings and related business activities. throughout the report and the related GRI assurance conclusion can be found on the Limited reporting is included on the CTICC content index can be found on page 139. CTICC website. East expansion programme. Additional indicators were explored in a The CTICC does not have any joint ventures, The CTICC has enhanced reporting on materiality workshop held in April 2014.
  • Issue 21 12 July 2019

    Issue 21 12 July 2019

    Issue 21 12 July 2019 12 July 2019 21 Welcome back from the cosiness of a decidedly wet winter’s break to the vibrancy of Term 3. I spoke to the high school in assembly this week about GRIT – and I wasn’t talking about the uniform suppliers, although one can see why that company is so named. Grit is the perseverance and passion to achieve long–term goals. Sometimes you will hear grit referred to as mental toughness. Angela Duckworth, a researcher at the University of Pennsylvania, suggests that grit is a strong predictor of success and ability to reach one's goals. Most things worth achieving involve huge effort and the tenacity and steadfast determination that is understood by the term ‘grit’: the ballerina who dances on bleeding toes; the Comrades athlete who forges through the agony of cramp s and blisters; the astronaut who spends decades preparing for a single mission, only to spend most of his time upside down, while his teammates walk on the moon: these know that it is grit that sees them through. History’s heroes overcame often insurmountable odds to succeed in the face of adversity: the prisoners who endured the quarries and torments of Robben Island in order to birth our nation; the Mother Theresa’s of this world who work with the poor and rejected; the cleansing surrender of Ramadan; Christ crucified. 2 12 July 2019 21 FIVE CHARACTERISTICS OF GRIT Courage Conscientiousness Perseverance Resilience Passion So we exhort our learners to leave their winter nest and take on the term with Grit: PLEASE DIARISE! Tuesday, 16 July Grade 8 & 9 Parent Evening Tuesday, 23 July Grade 10 & 11 Parent Evening Wednesday, 24 July PAC Elections Saturday, 27 July OPEN DAY! You’ll never make history in your comfort zone! Tuesday, 30 July Grade 9 Subject Choice evening Saturday, 24 August Fives Futbol Festival Regards Mrs Bentley 3 12 July 2019 21 FIND YOUR SPARK Welcome back to the exciting third term.
  • April 2013 Teacher.Co.Za Meet Our Amazing Teachers

    April 2013 Teacher.Co.Za Meet Our Amazing Teachers

    Supporting Quiet Teaching them through time for the tolerance sickness teacher is healthy Page 9 Page 10 Page 11 Your Guide to Education •April 2013 teacher.co.za Meet our amazing teachers NTA Winners Ismail Teladia of Spine Road High School in Mitchells Plain is one of the National Teaching Awards winners. Meet more educators who make us proud from pages 12 to 15. Photo: David Harrison 2 Career April 2013 theTeacher Celebrating teachers The annual National Teaching Award (NTA) acknowledges excellence in the most innova- tive, dedicated and committed educators across Mzansi. The Teacher has had the privi- lege to interact with the winning teachers who have done extra ordinary things to deliver aca- demic content and more impor- tantly achieve tangible results. The three teachers we are pro- filing in this issue are amazing human beings. After talking with Spine Road High School teacher Ismael Teladia, one is clear that this Mitchell’s Plein, multi-tasking and talented educator is serious about the business of education. Messina Ouma Mokgope chose teaching as a profession because of her commitment to making a contribution to others. Mokgope, principal at Tsitsing Primary school has over 30 years experience in education. Karin Adlem, the grade R teacher at Pietersburg English Medium Primary School, Limpopo, chose teaching the young ones because this is where the seed gets planted. — The Editor Sharon Tshikosi doing one of the things she enjoys: feeding a ring-tailed lemur. Photo: Delwyn Verasamy Corrections In our previous editions of the Conserving nature Teacher committed errors and wishes to apologise for the Her childhood dream of becoming a resources and the environment was geography and English.
  • Xandre Groenewald

    Xandre Groenewald

    XANDRE GROENEWALD PROFESSIONAL PROFILE I am an energized and success driven individual, every facet of who I am and who I strive to be centres on success. Hard work, open communication, discipline, respect, and loyalty are values I hold in a very high regard. Well organised and enthusiastic oce administrator with the ability to learn quickly and work well with others. I have been in sales most of my career, with training and management recently becoming more prevalent. Currently running my own oce and sales team, I believe in continuous improvement and always striving for better results. CONTACT CORE COMPETENCIES Contact Number • Commitment to excellence: Committed to delivering only the • highest quality, constantly. +27 (0)82 319 5680 Email • Organized, methodical and able to prioritize • [email protected] • Leadership and team building: I naturally lean toward leader- ship; I currently teach and motivate sales teams in Cape Town. PERSONAL INFO • Strong interpersonal relations and communication: I thrive on developing long-term professional relationships with my Age colleagues and clients. • 28 EDUCATION Date of birth • BACHELOR OF COMMERCE 07 October 1991 HONOURS IN BUSINESS MANAGEMENT 2015 -2018 Living currently in Cape Town, South Africa Degree completed Nationality Subjects: • Strategic Planning, Strategic Sourcing, Strategic South African Implementation, Entrepreneurship and Small Marital status Business Management, Relationship Marketing, • Marketing Research, Promotion Management Single and Product Management BACHELOR OF COMMERCE
  • Lindi-Ann Richards

    Lindi-Ann Richards

    LINDI-ANN RICHARDS Year of Birth: 1982 Height: 176 cm /5’9 Chest/Bust: 91 cm/36 Bra Size: 12 D Tel + 61 8 9201 1822 Dress/Suit Size: Aus 10 Mobile 0434 022 603 Waist: 68 cm/27 Email [email protected] Hips: 96 cm/38 Shirt Collar: Shoe Size: US 8.5 Head: 55 cm/22 Hair: Dark Brown Eyes: Dark Brown THEATRE YEAR PLAY (lead / support) DIRECTOR VENUE / PRODUCER 2004 “Everything In The Garden” support Ralph Lawson Galloway Theatre 2003 “Semi-Monde” support Ralph Lawson Galloway Theatre TRAINING YEAR COURSE TEACHER / INSTITUTION 2004 Licentiate in Teaching Speech And Drama Trinity College of London 2000-2004 Theatre Studies/Drama/Improvisation Ralph Lawson, Delia Sainsbury / Waterfront Theatre School 2000-2002 Elocution Lessons Delia Sainsbury / Waterfront Theatre School 1998-2000 High School Drama Club Fairbairn College High School FILM YEAR TITLE (lead / support) DIRECTOR PRODUCER 2015 “Retail Therapy” lead (student film) Donna Secillama Donna Secillama TV/COMMERCIALS YEAR DIRECTOR PRODUCER 2019 “The Heights” extra 2018 Thermomix “Cooking Experience” MUSIC VIDEOS YEAR TITLE DIRECTOR 2004 “Angel” lead City Varsity University 1999 “Mamboleo” Loona /dancer Christian Schulz PROMOTIONS YEAR TITLE DIRECTOR VENUE 2006 Host/Model/Bartender Kudeta Nightclub Mark Du Plessis Durbanville, South Africa 2005 Model for Two Oceans Bike Race Cape Argus Newspaper Table Mountain Cableway 2004 Fitness Model for Planet Fitness Mannee De Wet Golf Day - Durbanville 2002 Fitness Model for Planet Fitness Mannee De Wet V&A Waterfront, Cape Town 2002 Host/Model The
  • Hout Full Acknowledgementtown of the Source

    Hout Full Acknowledgementtown of the Source

    H 0 U T B A Y A DEVELOPMENTAL Town STRATEGY Cape of R.A. BISSET University A thesis submitted in partial fulfilment of the requirements for the degree, Master of Urban and Regional Planning, University of Cape Town. October 1976. The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgementTown of the source. The thesis is to be used for private study or non- commercial research purposes only. Cape Published by the University ofof Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University A C K N 0 W L E D G E M E N T S Dave Dewar - my supervisor, for his stimulating direction and encouragement, in the formulation of this strategic approach •••••.• The Divisional Council for affording access to statistical data ••••••• The Hout Bay Ratepayers' Association and the People of the Valley for the interest and time taken in discussions regarding the area .•...•• Audrey Foat for meticulous typing ••.•••. To all others who have assisted in the preparation of this Thesis •.•..•• i. C 0 N T E N T S CHAPTER PAGE 1. o. 0. Purpose of Thesis 1 1.1. o. Introduction 4 1.1.1. Spatial Delimi ta ti on 5 1.1.2. Attributes 6 2.0.0. Hout Bay's Role 11 2 .1. o. Local Role 12 2. 2. o. Metropolitan Role 14 2.3.0. Regional Role 18 2.4.0. National Role 19 2. 5. o.
  • Fairbairn College

    Fairbairn College

    FAIRBAIRN COLLEGE NEWSLETTER – 3/2015 2 October 2015 From the Headmaster At the end of Term 3 2015, I pay tribute to the different role players at the College: The Governing Body: Under the leadership of Mrs Prinsloo, the new Governing Body is looking after the interests of the parents, the learners and the staff. The Parents: It is enjoyable to interact with parents at all levels: next to the sport fields, at cultural functions, at the parent\teacher meetings and during one to one interviews. Please continue to support your children in all aspects of schooling. The Staff: I could not wish for better! The academic staff are dedicated workers who leave no stone unturned in pursuit of the College ethos of academic excellence and discipline. Also in all the other spheres of school life: pastoral, sport and culture – the staff put the interests of the learners first. The Support Staff: The receptionists, secretarial staff, school bursar, estate manager and the general workers are hard workers who always give their best. Time and time again I receive compliments of the efficiency of the front office. Our estate and sport facilities are the envy of many visiting schools. The Learners: The majority of learners are at one with the ethos of Fairbairn College. There will always be a small group of learners who have not taken ownership of “their” school. These learners are monitored closely. They will not be allowed to infringe on the rights of the learners who want to learn, or be allowed to tarnish the name of this fine institution.
  • 1 Premier Alan Winde State of the Province Address 2020

    1 Premier Alan Winde State of the Province Address 2020

    PREMIER ALAN WINDE STATE OF THE PROVINCE ADDRESS 2020 1 Good morning!! I’m going to do the protocol a little bit differently today: Residents of Mitchells Plain and surrounds! All citizens of the Western Cape Special Guests Community leaders Religious leaders Police Service leaders Honourable Speaker Honourable Members of the Provincial Cabinet and Legislature Members of the Consular Corps Honourable leaders of political parties, members of the National Assembly and National Council of Provinces Director General of the Western Cape Heads of Provincial Departments Leaders of Local government Colleagues, friends and family It is fantastic to be here in Mitchells Plain today! It is an honour to be delivering my State of the Province Address in front of this community, and it is a special honour to be delivering it in this venue. The Rocklands Civic Centre is no stranger to historic events. It was here that the United Democratic Front rose up against the evils of Apartheid. It was here that people of all walks united behind the idea of a democratic South Africa in which everyone would be free. Over the years, thousands of people have entered through those doors- for community programs, important discussions, for weddings and celebrations. There is no better place than this place, a Provincial heritage site, for us to host this historic SOPA - the first SOPA outside of the Provincial Parliament, right here in one of our communities. So, let’s get down to the business of this house, which is for me to reflect on what we have delivered to date, and to lay out our delivery priorities for the future, to our audience here today, and across the province.
  • Ismail Med Edu 2019.Pdf

    Ismail Med Edu 2019.Pdf

    Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) A thesis submitted in fulfilment of the requirement for the degree of Magister Educationist in Education Leadership and Management Student: Malika Ismail Student number: 2920322 Supervisor: Dr Melanie Luckay Faculty of Education The University of the Western Cape, Republic of South Africa i http://etd.uwc.ac.za/ DECLARATION I, Malika Ismail, hereby declare that this thesis, “Mentoring and the preparedness of first- time primary school teachers: A study of a non-governmental Joint Mentorship Project (JMP)” is my own work; that it has not been submitted before for any examinations or degree purposes, in another University or for another qualification. All sources I have used or quoted have been indicated and acknowledged by complete references. MALIKA ISMAIL SIGNATURE: DATE: December, 2019 ii http://etd.uwc.ac.za/ EDITOR’S LETTER 12 December 2019 TO WHOM IT MAY CONCERN RE: Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) by Malika Ismail (STUDENT NO: 2920322) I hereby confirm that I, Michelle Chetty (Proofreader and Copy Editor), have proofread the dissertation named above, written by Malika Ismail. I have not altered the context of the document, but have corrected spelling, grammar and layout where necessary. I have not performed any plagiarism check on the document. Please contact me on [email protected] for any enquiries. Sincerely, Michelle Prem Chetty PROOF IT iii http://etd.uwc.ac.za/ DEDICATION I dedicate this dissertation to: My parents, Gafiedor and Yahya Ismail, who have supported me and made many sacrifices to ensure that we have an education.