Skip to content Skip to navigation

OpenStax-CNX

You are here: Home » Content » Reconstruction and development programme

Navigation

Lenses

What is a lens?

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

This content is ...

In these lenses

  • GETSenPhaseEMS display tagshide tags

    This module is included inLens: Siyavula: Economic and Management Sciences (Gr. 7-9)
    By: SiyavulaAs a part of collection: "Economic and Management Sciences Grade 9"

    Collection Review Status: In Review

    Click the "GETSenPhaseEMS" link to see all content selected in this lens.

    Click the tag icon tag icon to display tags associated with this content.

Recently Viewed

This feature requires Javascript to be enabled.

Tags

(What is a tag?)

These tags come from the endorsement, affiliation, and other lenses that include this content.
 

Reconstruction and development programme

Module by: Siyavula Uploaders. E-mail the author

ECONOMIC AND MANAGEMENT SCIENCES

Grade 9

SUSTAINABLE GROWTH AND DEVELOPMENT

Module 8

THE RECONSTRUCTION AND DEVELOPMENT PROGRAMME (RDP)

In order to counteracting the deep-rooted inequalities of south african society, which were established through colonization, racism, sexism and repressive labour and other legislation, the present ANC-led government formulatedthe RECONSTRUCTION AND DEVELOPMENT PROGRAMME (RDP) in 1994. The realisation of the programme was to be achieved throughFIVE programmes.

1. The FIRST PROGRAMME would focus on PROVIDING THE BASIC NEEDS OF THE POPULATION to ensure that everyone has access to the following “basic necessities”:

a) Creation of EMPLOYMENT OPPORTUNITIES by means of co-ordinated government plans that would also ensure maximum participation by women and young job seekers.

b) LAND REFORM, with redistribution of land and resettlement of formerly disadvantaged people as key components;

c) HOUSING AND SERVICES, as the responsibility of the democratic government, to ensure secure dwelling places for all;

d) WATER AND SANITATION to meet the health and functional needs of all for cultivating products, and to support economic development;

e) PROVISION OF POWER AND ELECTRIFICATION for all households to increase the capacity for production and to provide services to schools, clinics and providers of water;

f) TELECOMMUNICATION to ensure universal access to basic services, particularly for disadvantaged communities;

g) TRANSPORT that makes provision for safety, affordability and availability and is in the interest of society in general;

h) ENVIRONMENTAL CONSERVATION that could ensure a “good life” for all by means of sustainable use of natural resources, particularly with regard to access, safety, health and participation in decision making

i) NUTRITION, by which is meant that all persons should gain access to feeding programmes as soon as possible (within three years) to ensure that there will be no fear of famine;.

j) HEALTH CARE that would be affordable and would lead to improvement in physical and mental health, while attending to combating disease, also in the southern african region;

k) COMMUNITY CARE AND PROSPERITY, which has the aim of achieving communal rights for all, eradicating the inequalities of the past through affirmative action and the empowerment of communities to participate in local, provincial and national initiatives.

Activity 1: Providing basic needs

Discuss and do research on successes that have been achieved in the above programmes since 1994. Also evaluate the shortcomings of the programmes and the reasons for failure to realise objectives. NB:Evaluate conditions in your immediate environment.

  • Prepare your presentation thoroughly so that you can report your findings to the class for discussion of each aspect. The written presentation should be presented in folio format and a summary must be presented.

2. The SECOND PROGRAMME was to focus on the development of human resources, to ensure that each person would be enabled to attain his or her full potential at the following levels of society:

a) EDUCATION AND TRAINING, in which equal opportunities were to be made available to all, independent of race, colour, gender, language, age, religion, geographical background, political or other orientation, so that the necessary knowledge and skills can be developed to provide quality products and improved quality of life for all.

b) ART AND CULTURE that would promote freedom of expression and creativity so that all might gain access to resources and facilities to be able to satisfy their need for artistic and cultural expression and literacy and escape the cultural impoverishment of the past.

c) SPORT AND RECREATION that would promote representative participation and full availability of facilities and training from grassroots level.

d) YOUTH DEVELOPMENT PROGRAMMES that would focus on education, training and job creation to empower the youth to attain their full potential for participating in their communities.

Activity 2: Development of human resources

Discuss and do research on successes that have been achieved in the above programmes since 1994. Also evaluate the shortcomings of the programmes and the reasons for failure to realise objectives. NB: Evaluate conditions in your immediate environment.

  • Prepare a thorough presentation so that you can report your findings to the class for discussion of each aspect. The written presentation should be presented in folio format and a summary must be presented:

3. The THIRD PROGRAMME was to focus on the development of ThE economy, so that strengths, such a mining, manufacturing, agriculture, commercial and financial services and the well-developed infrastructure could be utilised to benefit everyone with regard to:

a) INTEGRATION OF RECONSTRUCTION AND DEVELOPMENT, with the aim of having the public sector playing a leading role in development planning, because it was expected that

the market mechanism by itself would not be able to make the structural adjustment benefit the wider population.

b) MANUFACTURING, TRADE AND INDUSTRY which attempts to utilise public sector and government interests and support to enhance investment possibilities, in particular with regard to manufacturing, job creation and satisfaction of basic needs

c) RESOURCE-BASED INDUSTRIES like mining, agriculture, fisheries and forestry which were previously dominated by the white minority, are to be utilised to the advantage of the whole population in terms of ownership, job creation and empowerment.

d) UPGRADING OF INFRASTRUCTURE, like electricity, telecommunication and transport, so that this will lead to improved satisfaction of basic needs, as well as new and effective economic activity.

e) REFORM OF THE FINANCIAL SECTOR, which, at present, is centred in a number of dominant financial groups, so that the aspirations of new sectors of the economy and the needs of informal and micro-enterprises can be met satisfactorily.

f) LABOUR AND WORKER RIGHTS that would ensure that organised labour is empowered to effective as a force in the reconstruction and development of the country.

g) Southern african regional poliCy which signifies that reconstruction and development in South Africa have to be realised in relation to developments, conditions and planning for Africa as a whole to make use of the mutual advantages.

Activity 3: Growing the economy [LO 2.3]

Investigate the following initiatives that were initiated, mainly from South Africa, in an effort to co-ordinate and expand economic development in Africa:

1. The establishment of the African Union (AU)

2. NEW ECONOMIC PROGRAMME FOR AFRICAN DEVELOPMENT (NEPAD)

  • Provide a report of (at most) two pages per initiative and format each report to fit the following framework: Introduction, Objectives, Functions, Advantage for South Africa, Sources of Reference.

4. The FOURTH PROGRAMME was to focus on the democratisation of state and society and aimed at opening the way to a new democratic order in South Africa by means of democracy, development and a people-centred approach.

The programme set out the role of the Constitution and the Charter of Human Rights, the role of National, Provincial and Local government, administration of justice, the private sector, semi-state organisations, the police and security services, community services, non-governmental organisations (NGOs) and a democratic information system for facilitating socio-economic development.

Activity 4: Democratisation of state and society

Group 1:

Do research into the basic content of the Constitution and the Charter of Human Rights and provide a comprehensive report of at least two pages on each. This must also be used for the presentation to the class. Provide your own summary of the information contained in the presentation.

Group 2:

Do research on the structure (in organogram format) of National, Provincial and Local Government. Provide three posters showing the different government structures. These posters must also be used for presentation to the class.

Group 3:

Do research on the semi-state organisations (including those of the previous government) and provide a report of three pages (at most) which indicates the name and function of each. This must also be used for presentation to the class.

Group 4:

Do research into TWO non-governmental organisations (NGOs) that operate in South Africa and provide a report of two to three pages on each. The reports must indicate the names and functions of the NGOs and must also be used for presentation to the class.

5. The FIFTH PROGRAMME was to focus on the implementation of the RDP and involved the establishment of effective RDP structures at national, provincial and local government levels to monitor the progress of the programmes. The important aspects of the programme involved:

a) FRAMEWORKS FOR PLANNING that would take place within a comprehensive national framework guided by provincial governments endowed with specific authority and functions

b) FINANCING FOR THE RDP that is regarded as a national priority to be funded accordingly. Allocations to be made from national sources with acknowledgment of existing inequalities between the provinces, as well as factors such as population size, development handicaps, etc.

Activity 5: The Reconstruction and Development Programme (RDP) [LO 2.2]

Do critical evaluation of the development of the different Reconstruction and Development Programmes since 1994. Refer to successes and shortcomings and offer your own recommendations for eliminating such shortcomings. Present this in

the form of a 2 to 3 page report. Provide your own summary of the information contained in the presentation.

Source:

  • ANC, 1994: THE RECONSTRUCTION AND DEVELOPMENT PROGRAMME: A Policy Framework. Umanyano Publications, PO Box 3851, Johannesburg, 1994

Assessment

Table 1
Learning outcomes (Los)
LO 2
SUSTAINABLE GROWTH AND DEVELOPMENTThe learner will be able to demonstrate an understanding of sustainable growth, reconstruction and development, and to reflect on related processes.
Assessment standards (ASs)
We know this when the learner:
2.1 discusses how the national budget, regional and international agreements can be used to facilitate sustainable growth and development;
2.2 investigates and debates the successes and shortcomings of the RDP;
2.3 explains the role of savings and investments in economic prosperity and growth;
2.4 discusses productivity and growth and its effects on economic prosperity, growth and global competition.

Memorandum

ACTIVITY 1: PROVIDING BASIC NEEDS

Let learners examine instances of “better” satisfaction of basic needs in their own environment. Failures should also be discussed, together with possible reasons for the lack of success of programmes.

ACTIVITY 2: DEVELOPMENT OF HUMAN RESOURCES

Let learners examine programmes aimed at improving training in their own environment. They also need to evaluate failures and provide possible reasons to explain why projects failed

ACTIVITY 3: GROWING THE ECONOMY

Let learners investigate the AU (African Union) as replacement for the OAU (organisation FoR African Unity) and the objectives that are pursued.

Learners also have to research the NEW ECONOMIC PROGRAMME FOR AFRICAN DEVELOPMENT (NEPAD) to gain clarity concerning the planned objectives of the programme.

ACTIVITY 4: DEMOCRATISATION OF STATE AND SOCIETY

Let the groups do research into:

1. The basic content of the Constitution and the Charter of Human Rights

2. The structure of National, Provincial and Local government structures (poster format)

3. The semi-state organisations, e.g. SASOL, ISCOR, KRYGKOR, etc.

4. Two non-governmental organisations (NGOs) that operate in South Africa.

ACTIVITY 5: RECONSTRUCTION AND DEVELOPMENT PROGRAMME (RDP)

Following from the above research, the learner has to undertake critical evaluation of the RDP, with particular reference to its successes and shortcomings. Encourage the learners to offer their own recommendations.

Content actions

Download module as:

Add module to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks