An analysis of socio-economic conditions in Alexandra must take place within the context of its history and its location in the wealthiest metropolitan area in the country.
The historical review has shown how initally, refusal by any authority to acknowledge responsibility for Alexandra created a feeling of uncertainty about its future. The result of this was a callous attitude towards the provisi<;m of basic infrastructure and adequate housi~g, an inability and reluctance to deal with rapid urbanization and an attempt to turn Alexandra into·a dormitory township for migrant labour. Finally it would seem that the authorities have determined to develop the township for a small elitist minority while the African working class and Coloured residents are relocated.
Because of its uncertain future Alexandra residents have had to witness and tolerate its degeneration where it is today one of the most squalid, overcrowded townships in the country.
As the survey has shown the township houses largely semi-skilled and un- skilled workers for the factories of Johannesburg and the white households of neighbouring suburbs. A mean monthly income for males of R3l0 might be. indicative of affluence but i t should be remembered that Alexandra is in the heart of· the rich Witwatersrand which accounts for about 40 per cent of the country's Gross Domestic ProductS. and where average white earnings are likely to be much higher than the national figure of R936 per month (1981 figure in S.A. Statistics, 1982).
In the midst of affluence Alexandra displays many characteristics of. an underdeveloped region. The high unemployment rate, the poor educational qualifications of a vast section of the adult population, the higher than average age of school pupils, high employment-dependency ratios, the large percentage of unskilled and low paid workers, especially women, are symptoms of a poor society.
What then, should be done to alleviate the plight of these residents?
,It is clear from the survey that a vast majority of the population has lived in Alexandra for some time and it would like to continue living there.
What is needed in the short-term therefore, is a rapidly implemented programme providing cheap and decent housing and a clear sighted policy to redevelop the township for all the inhabitants in the shortest possible time.
Ultimately however a community can only develop if it has the power to direct its destiny. In the absence of political clout,the role the inhabitants can play in directing development efforts is often reduced to subservient,impotent institutions like community councils and management committees.
Only a policy aimed at the equalisation of educational and employment opportunities and the reduction of income inequalities will resolve the crisis of overcrowding, squalor, poverty and underdevelopment in areas such as Alexandra.
6 . FOOTNOTES
1. Much of this is based on historical material provided by the.
Ditshwantsho tsa Rona group and 'The Political Economy of Alexandra Township.: 1905-1958', a B.A. Hons. dissertation at the University cif Witwatersrand by P.N. Tourikis.
2. Financial Mail, 22.1.1982.
3. Pillay, P.N.
4. Loots, L.J.
5. Fair,.D.
'The Distribution of Medical Manpower and Health Care Facilities in S.A., Saldru Policy.
Paper, April, 1984.
'A Profile of Black ~nemployment in South Africa.
Two Area Surveys', Saldru Working Paper No.19, U.C.T., 1978.
'The Witwatersrand Metropolitan Region in Transition' , in South African Journal of African Affairs, Vol. 9, Nos. 3 and 4, 1979, pp. 139-144.
CARNEGIE INQUIRY INTO POVERTY
SOUTHERN AFRICA lABOUR AND DEVELOPMENT RESEARCH UNIT UNIVERSITY OF CAFE TOWN
Hello,
HOUSEHOLD QUESTIONNAIRE FOR THE STUDY OF FDVERTY IN URBAN AREAS
Questionnaire Number Address of Household
Street Area Interviewer Date of Interview
Time of Interview From ____________ _ To Total Time
My name is • I am working with some people at the University of Cape Town.We are talking to many people in this area about the conditions under which they live and the problems they encounter. We would appreciate it if you would help us by answering a few questions
We do not need your surname.
Be assured that all this information will be regarded as strictly confidential.
Personal information will not be made available to anyone.
I.
!
I
1
'I,
I ~
GENERAL INSTRUCTIONS
The Unit of Study
The basic study unit is the 'Household',. defined for this purpose as : One or more families, group of persons or a person dependent on a common or p60led income, and living in the same house. Persons temporarily absent (for example, household members at boarding school, away on holiday or in hospital) are included in this definition. Also included are family members with "live-in"
jobs elsewhere, as long as that person stays at the househoid dwelling regularly each week and the majority of his wages go to the household.
Not included are 'boarders' (i.e. persons paying all their own expenses, including rent), who are regarded as separate households; and family members with
established households elsewhere, despite the fact that they may contribute some' of their wages to the household income. . .
Person(s) tobe Interviewed
Interviewer to request to speak with the house hold head or the most senior·
household member present at the time. The interviewer should then ask that senior person to invite a 11 other household members whoare present and who are 18 year!; or older to partiCipate as well.
All questions are for jOint response unless otherwise stated.
-.' ..
1. CURRENT HOUSEHOLD COMPOSITION
First. please tell me about the people who live in your household.
TABLE A
'0
'"
Q)
~ +-'
0 ' 0
-
C+ - ' -C 0 +-' .~ uC 0
'"
C 0 C Q) E... -
<Il o..c: C E:;j o .~ ;:.,Q) Q) +-' ;::l
'"
.~ QJ Q) <Il Q)", .~ +-' '" +-' 0 <Il..0 .~ ...., ...., <Il "0 ;::l
'Ou
'"
up.
;::lE E
... '"
.!9g
.~ ...., ;0;::l
'"
X Q)'"
...., <Il '" ",;::l U ;::lE
Q) 0> ~CI) ~~ Q) ...., u'O 0 ' 0 +-'
Z Z CI) .:t; P::CI) .:t;>CI >>CI >CI CI)
1 2 3 4 5 6 7 8 9 10 I
1
2 i
3 I
4 !
5 ,
6 :
7 I
8 \
9 I
10 11
12 i
13 14 15 16 17 18 19
20 ,
21 22 23 24
- - - -
,
I
NOTES FOR TABLE A
1 ~
2.
3.
4.
5.
6.
7.
NUMBER
MARITAL
Write 'R' against the number of all household members who participate in answering questions.
Only first name is necessary.
Male - M; Female - F.
Give age in years.
STATUS: Married M
Li ving Together LT
Widowed W
Divorced D
Never Married NM
RElATION TO HOUSEHOLD HEAD
Head HD
Husband : H
Wife W
Son S
Daughter D
Grandfather OF
Grandmother GM
Father F
Mother M,""
Brother B
Sister Z
Lodger L
Not Related NR
N.Q!g: All relationships are indicated by the first letter in the word describing the relationship with the exception of 'Z' for sister.
Complicated family relationships can be described in the same manner. (For example, Mother's sister's son could be recorded as' M2S)
RESIDENT STATUS Permanent - P; Weekly Commuter - W;
Monthly Commuter - M; . Yearly Commuter"- Y 8. ACADEMIC EDUCATION: Record highest educational level obtained. If
never attended school - 0 • Record Sub-A asA and Sub-B as B
9. VOCATIONAL EDUCATION: Write in post - J.C., teaching diploma, nursing qua lification, trade qua lification, etc.
10. EMPLOYMENT STATUS Not economically active - N (i.e. not working for an.
income and not wanting to do so, because of schooling", duties at home, maternity illness, disability, resting, expecting to start a job later, retired, etc.)
Employed - E (includes people home on leave) Unemployed - U (people looking for work)
2. SCHOOLING
(a) How many children in this household are attending school?
(b)
Pre- school (too young) Pre- Primary School Primary School Secondary School Post- Seconda ry
School gOing age but not at school
Do any adults attend night-school?
If yes, how many?
3. EMPLOYMENT
Number